The document provides information on implementing The Leader in Me program school-wide to develop students' leadership and life skills. It involves a 3-year process where in the first year, all staff are trained in the 7 Habits and vision for developing students' leadership. They learn to integrate the habits into curriculum. Subsequent years focus on fully implementing habits school-wide and sustaining the leadership culture. The annual license provides online resources and community support.
The Australian Institute for Teaching and School Leadership (AITSL) has a role to establish a shared and agreed platform from which the quality of teaching and school leadership can continue to grow.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
The Australian Institute for Teaching and School Leadership (AITSL) has a role to establish a shared and agreed platform from which the quality of teaching and school leadership can continue to grow.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Teacher's Rock: Building Teacher Morale in the Age of AccountabilitytheCSCL
Are you wondering how to increase teacher morale in your school? In Dr. Preble's new presentation, you can learn how to reduce your school's burnout rate for teachers, lower employee stress, and generally improve the morale of you and your teachers today!
Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
Sarvottam International School, Noida Extension is a new model of education established by The United Group, an Industrial house with a history of more than 60 years. The business house has a rich entrepreneurial legacy in the manufacturing sector. The Group also has a sound footing in the area of Education and Development.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Start from $ 50
per year/student
More information :
education@dunamis.co.id
www.seancovey.com
www.theleaderinme.org
2. Prepare your teen’s leadership and life skills facing 21st century challanges
In recent decades, schools have placed a substantial focus on improving academic scores. In some
people’s minds, this has created a void in students learning basic life skills, especially given that the
skills seem to not be emphasized in many homes.
Most notable are basic life skills for working in teams, communicating (both speaking and listening),
taking initiative, setting goals, resolving conflicts, innovating, building relationships, caring for health,
dealing with diversity, and prioritizing time.
Such skills are neither new nor unique to the 21st century; however they are often referred to as 21st
century life skills because the demand for them seems to have increased exponentially during the
most recent decade.
Employers have felt the void when hiring, and have increased pressure on schools to insert more of
the skills into the curriculum. To their credit, educators have worked hard to respond to the demands
for students to be taught more life skills. But, at best, their efforts have seen mixed success. A major
barrier has been that teachers feel they already have so much to teach.
One of the most encouraging and promising outcomes of The
Leader in Me™ (TLIM) is that its approach to teaching life skills is
one that many teachers refer to as “not one more thing,” but as
“a better way of doing what we are already doing.”
3. What Parents and Business
Leaders Want
INDEPENDENCE
21st Century Life Skills
The 7 Habits of Highly
Effective People®
The 7 Habits and Life Skills
• Goal setting
• Organization
• Time management
• Planning
Habits 1–3
• Initiative
• Responsibility
• Self-direction
• Personal productivity
INTERDEPENDENCE
• Teamwork
• Conflict management
• Creativity
• Analytical skills
Habits 4–6
• Problem solving
• Communication
• Collaboration
• Cross-cultural skills
RENEWAL
• Fun
• Desire to learn
• Good health and hygiene
• Be Proactive®
• Begin With the End in Mind®
• Put First Things First®
• Think Win-Win®
• Seek First to Understand,
Then to Be Understood®
• Synergize®
Habit 7
• Meaningful work
• Emotional stability
• Technical skills
• Sharpen the Saw®
(Body, Heart, Mind, Spirit)
5. LEAD – The Student Journal
•
•
•
•
•
•
•
•
LEAD - The Student Journal is designed to help your students succeed both inside and outside the
classroom. These lessons will help students reflect on their lives, develop leadership skills, and set
goals that will inspire them to succeed.
30- and 60-minute enrichment lessons are provided for a deeper dive into each of the habits.
Through the use of the 7 Habits®, students begin to realize they have control over much of what
happens in their lives and that they can be true leaders.
Their choices can affect their day, their relationships, and their future. The 7 Habits will empower
students to stop and think about their choices and the different outcomes that may come with
those choices.
Leadership is the umbrella term to encompass the many character traits, social-emotional skills,
and basic life competencies parents, business leaders, and educators are voicing as the desired
skills necessary to thrive in the 21st century.
Leadership is a concept we don’t normally consider when thinking of students; however, students
are very capable of learning leadership skills and using them at home and at school. By developing
well-rounded students who know their strengths, we help them unleash their individual worth and
potential to lead their own lives and influence others.
This is a journey of self-discovery—for you and your students. To get the most from the experience,
share personal examples and stories; it will build a classroom of trust. Model the 7 Habits; students
will see that it’s real.
Affirm individual worth and potential; students will learn to believe in themselves. Facilitate
learning; students will discover their unique strengths and talents. Celebrate each step; enjoy the
journey of leadership together!
10. LEAD – The Student Journal – TEACHER EDITION’s sample
11. LEAD – The Student Journal – TEACHER EDITION’s sample
12. LEAD – Classroom Implementation INVESTMENT
START from US$ 50 per year per student.
Each student will get one LEAD Student Journal for one year The Leadership Development program
teached by home room teacher @ 30-60 minutes per week.
Minimum 30 students per class, price include
•
Two days of The 7 Habits of Highly Effective Teachers Training for one home-room
teacher.
•
One day Vision of Teacher training for one home-room teacher
•
One day The Leader in Me Implementation training for one home-room teacher
•
One book of LEAD - TEACHER EDITION
•
One book of The 7 Habits of Highly Effective Teens
•
One set of The 7 Habits of Highly Effective Teens Posters for Classroom
•
One year on-line learning facilities at www.theleaderinme.org for home-room teacher.
•
One Parent’s Guide book for parent per student
Bonus for minimum 150 students :
• A - two hours parent session.
13. SCHOOL – WIDE IMPLEMENTATION
SCHOOL-WIDE
IMPLEMENTATION
LEAD - The Leader in Me School-wide Implementation
help you create your own leadership culture where
students—and adults—feel safe and engaged.
Gives all students an opportunity to shine —
to become leaders
14. LEAD – The Leader in Me School-wide Implementation
LEAD - The Leader in Me School-wide Implementation help you create your own
leadership culture where students—and adults—feel safe and engaged.
Gives all students an opportunity to shine — to become leaders
LEAD – The Leader in Me School-wide Implementation
1.
2.
3.
4.
Is a process designed to help teachers develop leadership skills in
their students.
Helps students discover their unique strengths.
Gives all students an opportunity to shine — to become leaders.
Helps infuse the language of the 7 Habits into all the curriculum.
15. LEAD – The Leader in Me School-wide Implementation
• LEAD - The Leader in Me School-wide Implementation is designed to help your
students succeed both inside and outside the classroom. These lessons will help
students reflect on their lives, develop leadership skills, and set goals that will
inspire them to succeed.
• 30- and 60-minute enrichment lessons are provided for a deeper dive into each
of the habits.
• All school staffs and teachers will seek and provide opportunities for all students
to practice leadership and life skills in any occasions include integrating on all
lessons that teached in classroom. The ubiquitous approach.
16. School –Wide Implementation - APPROACH
The Leader in Me School-wide is a three-year transformation process —
the timeline varies in each school. Contact your FranklinCovey Education representative
to configure your plan and get started.
17. YEAR 1: ESTABLISHING A CULTURE OF LEADERSHIP
In the first year, schools engage their
entire staff in a shared vision of the
greatness and leadership that are
inherent in every child and adult. They
study the timeless, universal principles
that allow people to realize their
potential and they make specific plans
for implementing these principles in
their school and classroom cultures.
Trainings
•
•
•
•
•
Vision (1 day)
7 Habits Training (2 days)
7 Habits Certification (2 days)
Implementation Training (1 day)
Lighthouse Team Training (1 day)
ANNUAL LICENSE
• Access to The Leader in Me on-line
learning
• Access to The Leader in Me Web
Community.
• Intellectual Property License
Resources and Support
18. YEAR 1: ESTABLISHING A CULTURE OF LEADERSHIP
VISION TRAINING
1 DAY
ALL STAFF
"The very essence of leadership is that you have to have a vision." Theodore Hesburgh
The over-riding objective is to engage all staff and secure commitment to
developing their own unique leadership model.
• Set the "big picture" and secure buy-in
• Discover a new paradigm of leadership
• Understand a transformational leadership model that enables greatness
• Explore how other schools, both domestically and globally,
are integrating the 7 Habits and other leadership and quality
tools to achieve greatness
• Articulate pieces of school’s vision for greatness and the
impact you can have
19. YEAR 1: ESTABLISHING A CULTURE OF LEADERSHIP
7 HABITS TRAINING
2 or 3 DAYS
ALL STAFF
"What I am looking for is not out there, it is within me." - Helen Keller
The 7 Habits form the roots from which a unique leadership model can grow.
•Staff learns to apply and internalize The 7 Habits of Highly Effective
People®
•One of the greatest steps in transforming the school culture
•Gives everyone a common language that becomes the core of the culture
7 HABITS CERTIFICATION
2 DAYS
SMALL TEAM
Empower the school to sustain and continually improve
Its leadership model
•Build capacity to train new staff, parents and other stakeholders
•Institutionalize the habits through systematic renewal
20. YEAR 1: ESTABLISHING A CULTURE OF LEADERSHIP
IMPLEMENTATION TRAINING
1 DAY
ALL STAFF
“The world will always be stirred by critics, but moved forward by models.” Dr. Stephen R. Covey
Focus turns to taking the 7 Habits and other leadership principles to students
• Integrate the 7 Habits and other leadership principles into the existing essentials:
modeling, instruction, curriculum, traditions, systems, and environment
• Apply The Leader in Me process to develop specific 21st century competencies
critical to success at school, in careers, and in life
• Staff learns how to teach the habits and other leadership principles
• Staff learns how to assign leadership roles and create
an environment of leadership
21. YEAR 1: ESTABLISHING A CULTURE OF LEADERSHIP
LIGHTHOUSE TEAM Training
1 DAY
LIGHTHOUSE TEAM
"Leaders aren’t born, they are made. And they are made just like anything else,
through hard work." - Vince Lombardi
FranklinCovey contributes consulting, content and tools proven to enable
greatness and the Lighthouse Team contributes the hard work, educational
know-how and specific application in their environment.
• Approximately six staff members
• Responsible for ensuring smooth implementation of The Leader in Me
• Lighthouse Team drafts a 3-year schoolwide implementation plan
• Align the work of the team on the 9 Lighthouse Criteria that evidence a great
leadership culture
• Includes mentoring teachers, organizing school activities,
decorating common areas, overseeing morning announcements,
sending newsletters to parents, training new staff
22. YEAR 2 : APPLYING THE TOOLS OF LEADERSHIP
In the second year, schools build on
the foundation established in year one
and learn to apply the 7 Habits and
leadership concepts at a higher
order. They implement specific tools
that empower staff and students and
they focus on effective school-wide
goals that produce results now and
build a lasting capacity to produce
results in the future.
Trainings
•Empowerment Day
•Achieving School-Wide Goals
ANNUAL LICENSE
• Access to The Leader in Me on-line
learning
• Access to The Leader in Me Web
Community.
• Intellectual Property License
Resources and Support
23. YEAR 2 : APPLYING THE TOOLS OF LEADERSHIP
EMPOWERMENT DAY
1 DAY
ALL STAFF
“As we let our own light shine, we unconsciously give other people permission to
do the same.” - Nelson Mandela
• Understand a higher-order application of the 7 Habits and other leadership
tools.
• Create deeper leadership learning experiences for students
• Equip your school with some real-world tools and best practices for
empowering students
• Learn the specifics about how to build Leadership Notebooks for each child
(Leadership Notebooks build on the foundation of Data Notebooks but expand
them to a more whole-child, leadership tool)
• Learn how to help students set and achieve goals in the most effective way
• Explore a more empowering way to approach Student Leadership Roles
• The use of leadership and quality tools, student-led conferences and helping
students identify and apply their strengths also are part of this higher-order
24. YEAR 2 : APPLYING THE TOOLS OF LEADERSHIP
ACHIEVING SCHOOL-WIDE GOALS
PRECONSULT+1DAY
ADMINISTRATION AND LIGHTHOUSE TEAM
"If everyone is moving forward together, then success will take care of itself." Henry Ford
Applying the year one concepts at a higher order with the Lighthouse Team
• Review the purpose of the Lighthouse Team in greater depth, assess the
dynamics of the team and the roles of its members, and make adjustments as
needed
• Craft a detailed schoolwide implementation plan for year two
• Learn about the most effective ways to identify and track school-level goals,
including common pitfalls to avoid
• Prepare team to effectively execute on the plan
25. YEAR 3+ : MAXIMIZING RESULTS
By the third year, schools are defining their
unique signature. At this level, the training
and consulting are customized to help
schools achieve their vision and make a
distinctive contribution. Continuous
improvement is needed to maintain greatness
and The Leader in Me supports schools in
and ongoing way as they adapt and enhance
over time and as their influence expands.
•Customized Consulting and Resources
ANNUAL LICENSE
• Access to The Leader in Me on-line
learning
• Access to The Leader in Me Web
Community.
• Intellectual Property License
Resources and Support
26. ANNUAL LICENSE
The Leader in Me annual license will provide your school with :
1. Intellectual Property License to use The Leader in Me School and The 7 Habits
Brands
2. Access to The Leader in Me on-line learning for your teacher and stafss
3. Access to The Leader in Me web community connecting your schools with
more than 1500 schools around the world
27. LEAD – School-wide Implementation INVESTMENT
Start from US$ 80 per year per student.
Each student will get one LEAD Student Journal for one year The Leadership Development program
teached by home room teacher @ 30-60 minutes per week.
Minimum 20 students per class, price include
•
One Parent’s Guide book for parent per student
•
One day Vision of Teacher training for two teachers
•
Two days The 7 Habits of Highly Effective Teachers Training for two teachers
•
One day The Leader in Me Implementation training for two teachers
•
One book of LEAD - TEACHER EDITION
•
Two books of The 7 Habits of Highly Effective Teens
•
One set of The 7 Habits of Highly Effective Teens Posters for Classroom
•
One year on-line learning facilities at www.theleaderinme.org for two teachers
Bonus for minimum 150 students :
• One day The Lighthouse Team Training
• Two times of two hours Lighthouse Team Coaching
• A – two hours parent session.