This document outlines the protocols, procedures, and forms for a mentoring program. It includes 5 documents that cover CSL's commitment to mentoring, ground rules and procedures, and an exit strategy. It also lists 5 forms: a mentor/mentee agreement, development plan, framework for discussion, initial meeting checklist, and online record of meetings. The document describes exercises for mentors and mentees on confidentiality and initial meetings. It provides a framework for professional discussion and states that mentors are responsible for checklists and online records. It indicates that the exit strategy policy should be consulted if things go wrong.
This document provides guidance for a new principal on important administrative tasks for the start of the school year. It outlines priorities such as health and safety, preparing paperwork for staff, and communication structures. It emphasizes tuning into the school culture, inducting new staff, and focusing school self-evaluation on teaching and learning while maintaining flexibility. Schools should select 2-4 aspects of teaching and learning to focus on, record evaluations briefly, and communicate summaries to parents.
The centrality of the principal and deputy principal relationshipAnthony Kilcoyne
This document discusses the ideal relationship between a school principal and deputy principal. It emphasizes the importance of trust, shared vision and values, clarity around roles and responsibilities, close personal and professional relationships, and self-evaluation. An effective principal-deputy relationship requires open communication, shared leadership, and jointly planning, acting, modeling and reviewing their work. It is important that roles are clearly defined but also allow for flexibility depending on individual strengths. Maintaining this collaborative relationship can help create a positive school culture and environment.
This document discusses the importance of self-care for principals and school leaders. It contains several activities and questions to help leaders prioritize their own well-being, including identifying key priorities, support networks, and balancing the different aspects of their lives. The document emphasizes that self-care is essential, not self-indulgent, and leaders must make time for it in order to perform their roles effectively and sustainably.
This document discusses the importance of school leadership in student outcomes. Effective school leadership is crucial for student success, second only to teacher quality. School leaders influence student achievement through supporting teacher development and implementing effective organizational processes. The document also discusses variables that influence a child's life chances, with school leadership comprising 7% of the school-related factors. It presents domains and standards for self-evaluation of school leadership, focusing on leading learning and teaching.
This document contains leadership lessons and principles from various sources including quotes and sections on leadership profiles, the adult learner, constructivist learning, core leadership principles, and residential norms. It is a collection of resources on leadership from the PDST website made available under a Creative Commons license for reuse.
This document provides an overview of a training module on communication for principals. The module aims to develop awareness of the importance of communication in the principal's role and an understanding of different communication styles. Key messages include exploring the role and purpose of effective communication as a principal and understanding different communication systems within a school setting. The document outlines the materials needed to run the module and lists the learning outcomes which involve developing knowledge of communication styles and the effectiveness of various modes of communication in a school.
This document outlines Séamus Ó Ceallacháin's experience as a teacher and principal and provides details on best practices for effective Board of Management meetings. It recommends:
1) Establishing a culture of harmony and clear roles and responsibilities.
2) Preparing well in advance of meetings, with the principal and chairperson reviewing documents beforehand.
3) Keeping meetings focused, less than an hour, and strictly adhering to the published agenda.
The document provides templates and procedures to help Board of Management meetings run efficiently and productively.
This document outlines the process and activities involved in a Management, Leadership and Learning (MLL) inspection conducted by the inspectorate in Irish schools. It discusses the purpose of MLL inspections in identifying good practices, areas for improvement, and facilitating school self-evaluation. The timeline and activities of the inspection process are then described, including pre-inspection documentation review, in-school activities like lesson observations and meetings over multiple days, and post-inspection feedback. Key areas examined by inspectors are then outlined, such as leadership, teaching and learning, student support structures, and engagement with parents and stakeholders.
This document provides guidance for a new principal on important administrative tasks for the start of the school year. It outlines priorities such as health and safety, preparing paperwork for staff, and communication structures. It emphasizes tuning into the school culture, inducting new staff, and focusing school self-evaluation on teaching and learning while maintaining flexibility. Schools should select 2-4 aspects of teaching and learning to focus on, record evaluations briefly, and communicate summaries to parents.
The centrality of the principal and deputy principal relationshipAnthony Kilcoyne
This document discusses the ideal relationship between a school principal and deputy principal. It emphasizes the importance of trust, shared vision and values, clarity around roles and responsibilities, close personal and professional relationships, and self-evaluation. An effective principal-deputy relationship requires open communication, shared leadership, and jointly planning, acting, modeling and reviewing their work. It is important that roles are clearly defined but also allow for flexibility depending on individual strengths. Maintaining this collaborative relationship can help create a positive school culture and environment.
This document discusses the importance of self-care for principals and school leaders. It contains several activities and questions to help leaders prioritize their own well-being, including identifying key priorities, support networks, and balancing the different aspects of their lives. The document emphasizes that self-care is essential, not self-indulgent, and leaders must make time for it in order to perform their roles effectively and sustainably.
This document discusses the importance of school leadership in student outcomes. Effective school leadership is crucial for student success, second only to teacher quality. School leaders influence student achievement through supporting teacher development and implementing effective organizational processes. The document also discusses variables that influence a child's life chances, with school leadership comprising 7% of the school-related factors. It presents domains and standards for self-evaluation of school leadership, focusing on leading learning and teaching.
This document contains leadership lessons and principles from various sources including quotes and sections on leadership profiles, the adult learner, constructivist learning, core leadership principles, and residential norms. It is a collection of resources on leadership from the PDST website made available under a Creative Commons license for reuse.
This document provides an overview of a training module on communication for principals. The module aims to develop awareness of the importance of communication in the principal's role and an understanding of different communication styles. Key messages include exploring the role and purpose of effective communication as a principal and understanding different communication systems within a school setting. The document outlines the materials needed to run the module and lists the learning outcomes which involve developing knowledge of communication styles and the effectiveness of various modes of communication in a school.
This document outlines Séamus Ó Ceallacháin's experience as a teacher and principal and provides details on best practices for effective Board of Management meetings. It recommends:
1) Establishing a culture of harmony and clear roles and responsibilities.
2) Preparing well in advance of meetings, with the principal and chairperson reviewing documents beforehand.
3) Keeping meetings focused, less than an hour, and strictly adhering to the published agenda.
The document provides templates and procedures to help Board of Management meetings run efficiently and productively.
This document outlines the process and activities involved in a Management, Leadership and Learning (MLL) inspection conducted by the inspectorate in Irish schools. It discusses the purpose of MLL inspections in identifying good practices, areas for improvement, and facilitating school self-evaluation. The timeline and activities of the inspection process are then described, including pre-inspection documentation review, in-school activities like lesson observations and meetings over multiple days, and post-inspection feedback. Key areas examined by inspectors are then outlined, such as leadership, teaching and learning, student support structures, and engagement with parents and stakeholders.
The document outlines the roles and responsibilities of boards of management in ETB schools in Ireland, including managing the school on behalf of the ETB, avoiding sectional interests, supporting the principal, developing policies and strategic plans, and overseeing finances, premises, and staffing. Key duties of board members are described such as regularly attending meetings, informing themselves on relevant issues, and participating in training. The roles of the chairperson, secretary, and items in the principal's report to the board are also summarized.
This document discusses continuous professional development (CPD) for teachers. It provides 9 key principles for effective professional development, including starting with the desired outcomes, challenging existing practices, and collaborative learning. The document encourages self-reflection on current and ideal CPD practices in one's school. It offers tools for planning and implementing CPD, such as identifying school needs, staff strengths, and balancing initiatives. Throughout, it emphasizes the importance of leadership in establishing conditions to support meaningful professional growth.
The Board of Management is the corporate body that runs the school, nominated by the trustees under the Department of Education. Some of the main functions of the Board of Management include establishing school policies, finance, recruitment, and oversight of teaching and learning. The Board is also responsible for student suspensions and expulsions, and parents can appeal these decisions to the Board itself and further to the Department of Education if needed.
The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The most important role of leaders is to understand and influence the culture of their schools.
1) The document provides an overview of leading special needs provision in post-primary schools, including the historical context of special education in Ireland and an explanation of key legislation.
2) It discusses concepts like inclusion, integration, and universal design and outlines categories of special educational needs and the levels of support available.
3) The document also covers topics like developing a positive school culture, individual education planning, assessment, teaching methodologies, and tracking student attainment to best support students with special needs.
The document outlines important tasks and timelines for principals and deputy principals throughout the school year. Key tasks include finalizing class lists and timetables in August, implementing learning support structures and conducting fire drills in September, organizing parent teacher meetings and option information evenings in January, managing the student enrollment process in February and March, arranging state examinations in March, and planning for the next school year in June. The timeline provides guidance for principals on administrative responsibilities month-by-month.
This document outlines the procedure for applying for accreditation for the Special Purposes Certificate (10 Credits). Applicants must have certified copies of transcripts and birth certificates ready to submit through the Postgraduate Application Centre by September 12, 2016 using code EDMPPE1. The document provides contact information for any questions about course content, the accreditation process, or the application process.
Ict infrastructure & grants (misneach 18-1-2017)Anthony Kilcoyne
This document provides an overview of ICT infrastructure grants available to schools under Ireland's Digital Strategy for Schools (2015-2020). It discusses the goals of the strategy, how funding will be allocated annually to schools, and examples of how funding can be used, such as for computers, projectors, networking equipment, and software. The document emphasizes the importance of schools developing 5-year eLearning plans to guide strategic use of funds. It also provides guidance on procurement, record keeping, and supports available from the PDST Technology in Education team.
This document discusses leadership and the role of the principal. It begins with definitions of leadership emphasizing producing more leaders rather than followers. It then discusses the expectations and priorities of a new principal from different stakeholders' perspectives. Strategies are presented for managing expectations including clarity, communication, authenticity, and responsiveness. The document outlines the PDST leadership profile, the responsibilities of the principal according to Circular 16/73 and the Education Act, and concludes with words of wisdom and recommended reading.
This document discusses conflict management in schools. It begins with definitions of conflict and learning outcomes related to understanding conflict. It then discusses potential sources of conflict in schools including scarce resources, expectations, misunderstandings, incompatible values, past trauma, attachment, and different knowledge. It outlines approaches to managing conflict such as denial, suppression, power, compromise, and collaboration. Key considerations for effectively managing conflict include understanding the nature of the conflict, choosing an appropriate response, and maintaining self-awareness and emotional awareness.
This document discusses strategies for managing stress and pressure as a new teacher or school leader. It provides tips on developing self-awareness of expectations, the difference between stress and pressure, and understanding effective stress management strategies. Specific strategies discussed include being a coach rather than critic, responding appropriately to stress, taking responsibility rather than feeling like a victim, prioritizing and organizing time effectively, using problem-solving frameworks, communicating needs, having realistic expectations, making time for relaxation, finding satisfaction through action, and enjoying the journey. The document also lists potential professional support resources.
This document discusses school culture and provides guidance for school leaders on shaping culture. It defines culture as the beliefs, values, traditions, and patterns of behavior that develop over time as staff work together. School leaders are advised to carefully diagnose the existing culture when taking on a new role and make changes gradually over years. When introducing change, leaders should engage staff, listen to various perspectives, and address concerns forthrightly. The document also provides tips on maintaining ceremonies and traditions, using stories to promote the school's history, and examining school symbols and spaces.
This document discusses effective team building and leadership. It begins by outlining the learning outcomes, which are to increase awareness of team issues, generate strategies to address team problems, and develop a model for building effective teams. It then defines what a team is and discusses adult learning principles. Some benefits of effective teams are listed as being more democratic, consultative, flexible, able to develop synergy and empowerment. Stages of team development and performance models are outlined. Key behaviors and actions for effective leadership are provided. A self-assessment tool is included to measure how well values and leadership are shared. Influencing factors for team leadership are listed. The Belbin team roles test is referenced. The document concludes with reviewing team processes
Review of post of responsibility structure generalAnthony Kilcoyne
The document discusses the need to review the in-school management structure and posts of responsibility at a secondary school. It notes that the schedule of posts has not been reviewed in recent years despite changes in staffing and priorities. The reviews and inspectors recommend that the school conduct a formal review of the posts to ensure duties are aligned with current needs and priorities, are distributed equitably, and are regularly monitored and updated.
The document discusses Project Cycle Management (PCM) and its importance for development projects. It outlines the evolution of PCM as an approach to improve development effectiveness. PCM provides a framework to ease communication, ensure efficient funding use, and increase measurability and organizational credibility. The key elements of PCM include phases like identification, formulation, implementation and evaluation. Tools like the logical framework matrix are used to design projects and monitor progress. While PCM provides structure, true success requires commitment from planners, implementers and beneficiaries.
This document discusses how to conduct effective meetings. It begins by defining what a meeting is and explaining that most meetings are unproductive, with people daydreaming or being distracted. It then outlines the costs of unproductive meetings, in both direct financial costs and lost productivity. The document proposes a framework for effective meetings that includes planning the meeting, conducting it, and following up afterwards. Key aspects of planning include defining the purpose and participants, and creating an agenda. Conducting effectively involves outlining goals, managing discussion, and reaching closure. Follow up requires distributing minutes, ensuring commitments are met, and planning future steps. The document also provides etiquette tips for participating in meetings productively.
This document provides information about a Financial Accounting course for BBA semester 1 students. It includes details about the course credits (3), faculty instructor, program and course learning outcomes, textbook, and assessment components. The course aims to help students understand accounting concepts and principles, learn the accounting process and cycle, and prepare financial statements for proprietorships and partnerships. Students will be evaluated through class participation, tests, exams, and a project. They are expected to attend classes, participate actively, and utilize consultation hours with the faculty.
Achieving The Standard for Full Registration: from student to probationer tea...GTC Scotland
The document discusses the process for teacher probation and registration in Scotland. It outlines that the General Teaching Council for Scotland (GTCS) oversees teacher probation and regulates registration. New teachers must complete a probationary period where they work with a supporter, engage in professional development activities, and demonstrate they meet the Standard for Full Registration through online profiles. Reasons for potential non-registration include failing to meet standards for professional knowledge, skills, values or fulfilling responsibilities of the probationary process.
Learn waht tools do you needs to be able to use to be a good project manager. This was prepared as part of my CIPD Intermediate Level 5 Diploma in Learning and Development.
This document outlines the training regulations for the Automotive Servicing NC II Qualification in the Philippines. It includes 2 sections that define the qualification components and competency standards. Section 1 describes the qualification structure, which is made up of basic, common and core competencies. Section 2 provides the details of each competency unit, including performance criteria, range of variables and evidence guide. The qualification is designed to prepare trainees to inspect, clean, repair and service automotive vehicles.
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Proposal Development and Coordination Workshop OutlineJohn Jaques
The document outlines a proposal development and coordination workshop covering eight sections: pre-solicitation activities; proposal planning; developing a technical approach; past performance; management approach; cost; proposal coordination; and summary/wrap-up. Key topics addressed include identifying partners, reviewing solicitations, developing proposal teams and schedules, addressing evaluation criteria, developing technical, management, and cost approaches, coordinating with subcontractors, and finalizing proposals. The workshop provides guidance on all stages of developing competitive proposals for funding solicitations.
The document outlines the roles and responsibilities of boards of management in ETB schools in Ireland, including managing the school on behalf of the ETB, avoiding sectional interests, supporting the principal, developing policies and strategic plans, and overseeing finances, premises, and staffing. Key duties of board members are described such as regularly attending meetings, informing themselves on relevant issues, and participating in training. The roles of the chairperson, secretary, and items in the principal's report to the board are also summarized.
This document discusses continuous professional development (CPD) for teachers. It provides 9 key principles for effective professional development, including starting with the desired outcomes, challenging existing practices, and collaborative learning. The document encourages self-reflection on current and ideal CPD practices in one's school. It offers tools for planning and implementing CPD, such as identifying school needs, staff strengths, and balancing initiatives. Throughout, it emphasizes the importance of leadership in establishing conditions to support meaningful professional growth.
The Board of Management is the corporate body that runs the school, nominated by the trustees under the Department of Education. Some of the main functions of the Board of Management include establishing school policies, finance, recruitment, and oversight of teaching and learning. The Board is also responsible for student suspensions and expulsions, and parents can appeal these decisions to the Board itself and further to the Department of Education if needed.
The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The most important role of leaders is to understand and influence the culture of their schools.
1) The document provides an overview of leading special needs provision in post-primary schools, including the historical context of special education in Ireland and an explanation of key legislation.
2) It discusses concepts like inclusion, integration, and universal design and outlines categories of special educational needs and the levels of support available.
3) The document also covers topics like developing a positive school culture, individual education planning, assessment, teaching methodologies, and tracking student attainment to best support students with special needs.
The document outlines important tasks and timelines for principals and deputy principals throughout the school year. Key tasks include finalizing class lists and timetables in August, implementing learning support structures and conducting fire drills in September, organizing parent teacher meetings and option information evenings in January, managing the student enrollment process in February and March, arranging state examinations in March, and planning for the next school year in June. The timeline provides guidance for principals on administrative responsibilities month-by-month.
This document outlines the procedure for applying for accreditation for the Special Purposes Certificate (10 Credits). Applicants must have certified copies of transcripts and birth certificates ready to submit through the Postgraduate Application Centre by September 12, 2016 using code EDMPPE1. The document provides contact information for any questions about course content, the accreditation process, or the application process.
Ict infrastructure & grants (misneach 18-1-2017)Anthony Kilcoyne
This document provides an overview of ICT infrastructure grants available to schools under Ireland's Digital Strategy for Schools (2015-2020). It discusses the goals of the strategy, how funding will be allocated annually to schools, and examples of how funding can be used, such as for computers, projectors, networking equipment, and software. The document emphasizes the importance of schools developing 5-year eLearning plans to guide strategic use of funds. It also provides guidance on procurement, record keeping, and supports available from the PDST Technology in Education team.
This document discusses leadership and the role of the principal. It begins with definitions of leadership emphasizing producing more leaders rather than followers. It then discusses the expectations and priorities of a new principal from different stakeholders' perspectives. Strategies are presented for managing expectations including clarity, communication, authenticity, and responsiveness. The document outlines the PDST leadership profile, the responsibilities of the principal according to Circular 16/73 and the Education Act, and concludes with words of wisdom and recommended reading.
This document discusses conflict management in schools. It begins with definitions of conflict and learning outcomes related to understanding conflict. It then discusses potential sources of conflict in schools including scarce resources, expectations, misunderstandings, incompatible values, past trauma, attachment, and different knowledge. It outlines approaches to managing conflict such as denial, suppression, power, compromise, and collaboration. Key considerations for effectively managing conflict include understanding the nature of the conflict, choosing an appropriate response, and maintaining self-awareness and emotional awareness.
This document discusses strategies for managing stress and pressure as a new teacher or school leader. It provides tips on developing self-awareness of expectations, the difference between stress and pressure, and understanding effective stress management strategies. Specific strategies discussed include being a coach rather than critic, responding appropriately to stress, taking responsibility rather than feeling like a victim, prioritizing and organizing time effectively, using problem-solving frameworks, communicating needs, having realistic expectations, making time for relaxation, finding satisfaction through action, and enjoying the journey. The document also lists potential professional support resources.
This document discusses school culture and provides guidance for school leaders on shaping culture. It defines culture as the beliefs, values, traditions, and patterns of behavior that develop over time as staff work together. School leaders are advised to carefully diagnose the existing culture when taking on a new role and make changes gradually over years. When introducing change, leaders should engage staff, listen to various perspectives, and address concerns forthrightly. The document also provides tips on maintaining ceremonies and traditions, using stories to promote the school's history, and examining school symbols and spaces.
This document discusses effective team building and leadership. It begins by outlining the learning outcomes, which are to increase awareness of team issues, generate strategies to address team problems, and develop a model for building effective teams. It then defines what a team is and discusses adult learning principles. Some benefits of effective teams are listed as being more democratic, consultative, flexible, able to develop synergy and empowerment. Stages of team development and performance models are outlined. Key behaviors and actions for effective leadership are provided. A self-assessment tool is included to measure how well values and leadership are shared. Influencing factors for team leadership are listed. The Belbin team roles test is referenced. The document concludes with reviewing team processes
Review of post of responsibility structure generalAnthony Kilcoyne
The document discusses the need to review the in-school management structure and posts of responsibility at a secondary school. It notes that the schedule of posts has not been reviewed in recent years despite changes in staffing and priorities. The reviews and inspectors recommend that the school conduct a formal review of the posts to ensure duties are aligned with current needs and priorities, are distributed equitably, and are regularly monitored and updated.
The document discusses Project Cycle Management (PCM) and its importance for development projects. It outlines the evolution of PCM as an approach to improve development effectiveness. PCM provides a framework to ease communication, ensure efficient funding use, and increase measurability and organizational credibility. The key elements of PCM include phases like identification, formulation, implementation and evaluation. Tools like the logical framework matrix are used to design projects and monitor progress. While PCM provides structure, true success requires commitment from planners, implementers and beneficiaries.
This document discusses how to conduct effective meetings. It begins by defining what a meeting is and explaining that most meetings are unproductive, with people daydreaming or being distracted. It then outlines the costs of unproductive meetings, in both direct financial costs and lost productivity. The document proposes a framework for effective meetings that includes planning the meeting, conducting it, and following up afterwards. Key aspects of planning include defining the purpose and participants, and creating an agenda. Conducting effectively involves outlining goals, managing discussion, and reaching closure. Follow up requires distributing minutes, ensuring commitments are met, and planning future steps. The document also provides etiquette tips for participating in meetings productively.
This document provides information about a Financial Accounting course for BBA semester 1 students. It includes details about the course credits (3), faculty instructor, program and course learning outcomes, textbook, and assessment components. The course aims to help students understand accounting concepts and principles, learn the accounting process and cycle, and prepare financial statements for proprietorships and partnerships. Students will be evaluated through class participation, tests, exams, and a project. They are expected to attend classes, participate actively, and utilize consultation hours with the faculty.
Achieving The Standard for Full Registration: from student to probationer tea...GTC Scotland
The document discusses the process for teacher probation and registration in Scotland. It outlines that the General Teaching Council for Scotland (GTCS) oversees teacher probation and regulates registration. New teachers must complete a probationary period where they work with a supporter, engage in professional development activities, and demonstrate they meet the Standard for Full Registration through online profiles. Reasons for potential non-registration include failing to meet standards for professional knowledge, skills, values or fulfilling responsibilities of the probationary process.
Learn waht tools do you needs to be able to use to be a good project manager. This was prepared as part of my CIPD Intermediate Level 5 Diploma in Learning and Development.
This document outlines the training regulations for the Automotive Servicing NC II Qualification in the Philippines. It includes 2 sections that define the qualification components and competency standards. Section 1 describes the qualification structure, which is made up of basic, common and core competencies. Section 2 provides the details of each competency unit, including performance criteria, range of variables and evidence guide. The qualification is designed to prepare trainees to inspect, clean, repair and service automotive vehicles.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
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Proposal Development and Coordination Workshop OutlineJohn Jaques
The document outlines a proposal development and coordination workshop covering eight sections: pre-solicitation activities; proposal planning; developing a technical approach; past performance; management approach; cost; proposal coordination; and summary/wrap-up. Key topics addressed include identifying partners, reviewing solicitations, developing proposal teams and schedules, addressing evaluation criteria, developing technical, management, and cost approaches, coordinating with subcontractors, and finalizing proposals. The workshop provides guidance on all stages of developing competitive proposals for funding solicitations.
The document provides information about a professional business communication course, including its objectives, outcomes, and assessment. It discusses key components of meetings like notices, agendas, and minutes. Notices inform members of meeting details, while agendas list items for discussion and minutes record decisions made. The differences between agendas and minutes are also explained. Students will learn how to draft these documents and apply communication skills in professional settings.
The document provides the grading rubric for a meeting minutes assignment. It will be graded out of 10 total points. Students only have one attempt to submit the assignment and late submissions will receive a score of zero. The rubric outlines 6 criteria for the assignment including providing a detailed chronological description of events, using a logical format, providing a clear record of discussions and decisions, and submitting the minutes by the deadline.
This program was developed for CDD Society to accelerate the effectiveness of the new staff who were recruited to work on installation of sustainable decentralised wastewater advanced treatment systems
This document discusses project management and related topics. It covers the project life cycle, tools and techniques, budgeting, implementation, communication, risk management, and determining project outcomes. It also discusses the importance of project closure, assessing success, continuous improvement, and aligning projects with organizational strategy. A variety of frameworks and models are presented for evaluating and improving project management practices.
This document outlines the training regulations for the qualification of Automotive Servicing NC II. It includes 4 sections that cover: 1) the description and scope of the qualification, 2) the competency standards for basic, common and core units, 3) the training standards covering curriculum, delivery, entry requirements and more, and 4) national assessment and certification arrangements. The competency standards provide the performance criteria and range of variables for each unit.
The document discusses tools for effective student group projects, including defining teams and their development stages. It describes the purpose and components of a project charter for outlining how the team will work together. A charter includes the team purpose and goals, ground rules for behavior, roles and responsibilities, and consequences for not following norms. It provides examples of roles like initiator, facilitator, and recorder, as well as key questions for teams to address, such as communication plans and meeting schedules. Sample norms and worksheets are referenced for creating an effective team charter.
Administrative Skills for Professionals for student workshop.pptxOluseyi7
This document discusses the skills needed to be an effective administrator and professional. It defines administrative skills as those related to running an organization, and notes that competency makes an administrator a professional. Key skills discussed include communication, planning, organizing, technological/technical skills, and problem solving. Effective communication involves expressing oneself clearly through various methods. Planning and time management skills are also important organizational skills for administrators.
SCIENTIFIC MERIT ACTION RESEARCH TEMPLATE (SMART) FORMa..docxkenjordan97598
SCIENTIFIC MERIT ACTION RESEARCH TEMPLATE (SMART) FORM
a.k.a. “Research Plan”
School of Public Service LeadershipScientific Merit Process
Learners who are doing action research for their dissertation will use this form to go through the process of scientific merit review. The goals of this process are: (1) to facilitate the planning of the details of your action research project, (2) to ensure that the proposed project has rigor and allows for scientific merit review, and (3) to facilitate your progress through the dissertation. This is not an addition to your dissertation but rather a step to assist you in obtaining mentor, committee, school, and IRB approval more efficiently. You must obtain mentor, committee, and school approval of your Research Plan before submitting your IRB application.
Scientific Merit Criteria
The following criteria will be used to establish scientific merit. The purpose of the review will determine if the proposed project:
1. Contributes to society by improving a practice
2. Documents need for change by utilizing evidence-based needs assessment
3. Meets certain “Hallmarks” of a good action research project including:
a. Action research design
i. Practical
ii. Participatory
iii. Defined Action PlanScientific Merit ApprovalYour completed SMART form will be approved, not approved, or deferred for major or minor revisions. Your committee will use a checklist to determine if the study meets the criteria for scientific merit and the committee will provide specific feedback designed to identify any issues that need to be resolved related to the scientific merit. You will have up to three opportunities to submit this form for committee approval.
Obtaining scientific merit approval does not guarantee you will obtain IRB approval. The IRB review will focus on ethical issues. A detailed ethical review will be conducted during the process of IRB approval.Recommendations for How to Use This FormThe SMART form is intended to help you and your mentor plan the design and details of your dissertation. Once your mentor approves your SMART form, your entire committee will review the form for scientific merit. When the entire committee approves your SMART form, then it will be submitted for school approval. It is recommended that you use this form in a step-by-step way to help plan your design. Expect that you will go through a few revisions before your mentor and committee approve this form.
Tips for filling out the SMART form:
· Prepare your answers in a separate Word document, as editing and revising will be easier.
· Copy/paste items into the right-hand fields when they are ready.
· Don’t delete the descriptions in the left column!
· Don’t lock the form, as that will stop you from editing and revising within the form.
· Leave no blank spaces in the form. If an item does not apply to your study, type “NA” in its field.
· Read the item descriptions carefully. Items request very specific information. Be sure you understa.
This document outlines the contents and benefits of a Board Policy Manual for nonprofit organizations. It discusses how the manual relates to other governance documents and is structured in six main sections that cover the board's role and responsibilities, its relationship to the executive director, and guidelines for director operations. The manual provides clear policies to guide the board and staff, more efficient meetings, and easy orientation for new board members. It also defines fiduciary duties and succession plans.
The document discusses planning meetings, setting agendas, participating in meetings, resolving conflicts, writing meeting minutes, and improving listening effectiveness. It provides steps for planning meetings including determining the purpose, selecting participants, setting the agenda, picking a time and location, and preparing notices. It describes the roles of the chairperson, secretary, and participants during meetings. It outlines elements to include when writing meeting minutes such as the heading, attendees, previous minutes, discussions, and next meeting details. Finally, it offers strategies for effective listening such as preparing, taking notes on key points, and reviewing notes after.
This document provides guidance for a new principal on various administrative tasks and policies to address when starting a new role. It discusses health and safety policies and checks, staff induction procedures, communication methods, paperwork for staff and students, community outreach, office set up, and defining roles for the secretary, caretaker, and other support staff. The document emphasizes establishing policies and procedures for child protection, staff training, emergency plans, and ensuring all staff understand their duties and responsibilities.
This document discusses strategies for a new principal to familiarize themselves with the culture of a school. It recommends tuning into topics like inspection reports, policies, and celebrations. Minutes from staff and board of management meetings provide insight into the school's self-evaluation process and improvement plan. The document also outlines "big ticket" priorities like frameworks for leadership, teaching and learning, wellbeing guidelines, and school self-evaluation. It stresses linking these priorities through the self-evaluation process. Finally, it offers tips for planning and running effective initial staff meetings, including checking past meeting minutes and agendas and focusing discussions.
This document discusses the principal's role in student learning. It emphasizes that leadership is second only to classroom instruction in influencing student outcomes, with principals accounting for about a quarter of school effects. The document outlines the "why, what, and how" of learning-centered leadership, exploring frameworks like LAOS that promote skills for lifelong learning, citizenship, and well-being. It provides resources for school self-evaluation and developing leadership capacity to improve teaching and learning.
The document discusses the importance of the relationship between the principal and deputy principal in a school. It emphasizes the need for trust, shared values and vision, clarity around each role, and close personal and professional relationships. Regular self-evaluation is important for the principal and deputy to assess their effectiveness both separately and together. Going through leadership alone can decrease staff involvement, motivation, and work rate.
This document discusses the importance of self-care for principals. It notes that taking care of oneself, through ensuring proper sleep, nutrition, exercise, and time with family and friends, is necessary to perform at one's best and lead others effectively. The document provides examples of support networks principals can connect with and priorities like family, values, and fun that principals should consider to practice effective self-care and sustain their leadership over the long term.
The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The biggest influence on culture is the priorities and behaviors modeled by school leaders.
This document discusses developments in school self-evaluation (SSE) for the next cycle from 2016-2020. It provides guidance on using SSE to support subject departments in planning for the new junior cycle curriculum.
The next SSE cycle will begin in September 2016 and last until 2020. Schools will have more flexibility in how they focus and pace the SSE process. Supporting resources like guidelines and templates will be simplified. The focus remains on using evidence from teaching and learning to drive improvements that benefit students.
The article provides a framework for subject departments to use SSE to plan for the new junior cycle. Departments should investigate current student outcomes, gather evidence on teaching practices, write an improvement plan, implement and monitor actions, and
This document outlines guidelines for school self-evaluation from 2016-2020. It presents a six-step process for schools to engage in self-evaluation: 1) identify a focus, 2) gather evidence, 3) analyze and make judgements, 4) write a report and improvement plan, 5) implement the plan, and 6) monitor progress and evaluate impact. The purpose is for schools to reflect on teaching and learning practices, identify strengths and areas for improvement, and create targeted plans to enhance student outcomes. Schools should use the Quality Framework and statements of effective practice provided to guide their analysis and goal-setting. The process is meant to be collaborative and evidence-based, with schools continually engaging in cycles of evaluation and improvement.
This document outlines requirements for the continuing implementation of school self-evaluation from 2016 to 2020. It provides guidance on selecting aspects of teaching and learning to focus on, developing improvement plans, and reporting on progress. Schools must select a minimum of two and maximum of four areas to focus on, using self-evaluation to implement national initiatives and address their own needs. Support resources are available to help schools engage effectively in the self-reflective process of gathering evidence and using it to improve practices and student outcomes over the four year cycle.
This document outlines guidelines for school self-evaluation from 2016-2020. It presents a six-step process for schools to engage in self-evaluation: 1) identify a focus, 2) gather evidence, 3) analyze and make judgements, 4) write a report and improvement plan, 5) implement the plan, and 6) monitor progress. The purpose is for schools to reflect on teaching and learning practices, identify strengths and areas for improvement, and create targeted plans to enhance student outcomes. Schools should use a quality framework and statements of effective practice to guide evaluations and focus on literacy, numeracy, and implementing the new language curriculum. Self-evaluation is meant to be an ongoing, collaborative process that improves teaching and the school
This circular outlines requirements for the second cycle of school self-evaluation from 2016-2020. It provides an overview of the first cycle from 2012-2016 and emphasizes a continued focus on teaching and learning. Schools should select a minimum of two and maximum of four curriculum areas or aspects of teaching and learning to focus on. Typically schools will use self-evaluation to assist in introducing the Primary Language Curriculum on English and Irish. Schools are required to produce an annual self-evaluation report and school improvement plan and communicate a summary to parents. Supports for self-evaluation include online resources and guidance from the Inspectorate.
The document outlines a six-step process for school self-evaluation: 1) identify focus areas, 2) gather evidence, 3) analyze and make judgements, 4) write and share a report and improvement plan, 5) put the improvement plan into action, and 6) monitor actions and evaluate impact. Schools should select between two and four aspects of teaching and learning to focus on, such as assessment practices or engagement in learning. The process is meant to help schools introduce initiatives like the Framework for Junior Cycle and focus on literacy and numeracy. Schools evaluate their practices, set targets for improvement, and create three-year plans to implement actions to achieve targets and monitor progress.
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Ground Rules, Procedures and Protocols for Mentees and Mentors.
Initial Contact: CSL will provide contact details to the Mentor and Mentee. In the first instance the mentor shall make contact with the Mentee by phone or by e mail. The purpose of this to establish contact and to arrange the first meeting.
Purpose of initial Contact: During the course of this conversation the Mentor will outline the purpose of the first meeting- to establish protocols and boundaries, to look at the broad goals of the Mentee and to fill in a Mentor/Mentee Agreement form together.
First meeting: The Mentor should allow the mentee to choose the time and venue for the first meeting- however this meeting should not be in a social setting and should not involve food or alcohol consumption. All subsequent meeting venues and times will be discussed at the first meeting. It is not necessary that this particular meeting should last two hours. CSL will provide the Mentor and Mentee with documentation to help them during this initial meeting
Practical protocols
Confidentiality check list
Learning plan template
Mentor/Mentee Agreement template
Subsequent meetings: – These meetings will take place monthly. They should begin and end on time. At the initial meeting the times and venues for these meetings should be planned in advance. Meetings can be scheduled for the term or for the whole year. These meetings may take place in the schools if this is the wish of the Mentor and the Mentee. It is not necessary to have these meetings in a neutral venue.
Documentation for subsequent meetings – CSL will provide a Framework for Professional Discussion document ( Doc no.6 )for the mentor and mentee. These forms are private to the mentor and to the mentee and should not be returned to CSL. The mentor will be required to fill in a different form stating that the meeting took place and this will be co-signed by the mentee. This form will be a record for CSL of the mentoring meetings.
Conduct of meetings- The meeting should be a professional conversation based on the goals of the Mentee as identified by them in the initial meeting. At times their goals may change and the mentor should allow the mentee the freedom to change their goals if necessary. Both the Mentor and the Mentee should make every effort to build trust with each other. There should be frank and open communication between the two parties and confidentially should be respected. Both parties should actively participate in the relationship.
Leading Learning – The main priority of any Priomhoide (Principal Teacher) is to lead learning within their school. It is acknowledged that many conversations in the first year of a principal taking up a position could be centred on areas such as organisation of the school and building relationships in the community. In order to promote leading learning in schools, the mentors and mentee will be expected to devote some time to discussing leading learning in the school in their monthly face to face meeting.
Weekly contact: It is expected that the mentor and mentee should have weekly contact by phone or e mail or Skype/FaceTime. The preferred method of contact will be discussed at the first meeting. Both Principals should discuss how much time they can give to this contact (no longer than 30 minutes) and the best time to make contact with each other. They should discuss the boundaries around this arrangement and be clear as when they can and cannot speak to each other. Should person not be available due to either a personal or professional commitment, there should be an agreement as to how this is communicated to the other principal.
Participation and Engagement; All participants to this agreement are expected to engage with the other adult. They are expected to participate meaningfully in this relationship.
Limitations – If matters arise during the course of the conversations that appear to go beyond the level of competence of the Mentor, they should acknowledge this to the mentee. It is best to refer the mentee to another service or agency that could deal with their particular area.
Where difficulties arise – CSL has developed an Exit Strategy Policy. If the relationship is breaking down and appears to either party to be going in the wrong direction, then they should follow the CSL exit strategy policy and make contact with the relevant people.
Closure: All mentors and mentees are expected to participate in a closure meeting at the end of the year. At this meeting they can capitalise on what they have learned in the mentoring relationship. The focus will be on the integration of the learning, a celebration of success and a re-definition of the relationship. Should either party to the agreement be unable to continue with the mentoring relationship (due to personal/professional circumstances) during the year it is expected that this closure meeting will still take place.
Evaluation of the Mentoring Programme. –The CSL mentoring programme is part of a pilot project. Both mentor and mentee will be required to complete evaluation forms throughout the duration of the project.
Confidentiality: It is expected that the Mentor and Mentee will keep all their conversations confidential and will discuss this confidentiality at their initial meeting. It is understood however that if either party to this agreement should disclose that they intend to cause grievous harm to themselves or to any other person(s) that this cannot remain confidential and will have to be reported to a specific service or agency which deals with these matters. There may be a need for the mentor to speak to their CARA about an issue that has arisen and seek advice from them. The identity of the mentee will not be revealed to the CARA and only the specific issue will be discussed between the mentor and the CARA . ( NB Details in relation to the CAIRDE will be given in the afternoon by CSL Personnel )
We decided to use this confidentiality checklist as a 3 corner debate . Facilitators read out a statement from the list below . Participants are asked to go to a particular corner of the room which indicates what they believe. The presenters facilitate a robust debate between the participants .
The purpose of this exercise is to show that participants that everyone has a different view /outlook on confidentiality. It is very important that at the initial meeting that the mentor has a good conversation with the mentee about confidentiality and that they come to a common agreement. ( e.g. Some mentees would prefer that the mentor would never say who they were mentoring . Others would be happy that the mentor could tell others who they were mentoring )
All the statements in the checklist below need not be addressed – Facilitators should choose a few statements which they believe would generate the best debate .
The Confidentiality Checklist
Which of the following assumptions about confidentially do you hold? Answer one of the following:
Yes No Not Sure
What we discuss stays between us for as long as we are engaged in our mentoring relationship
We can freely disclose what we talk about in our conversations with other people
After our mentoring conversation is over, it is okay to talk about what we discussed or how we related
If there is a demonstrated need to know, we can disclose our conversations, impressions etc
What we say between us stays there unless we give each other specific permission to talk about it with others
Some issues will be kept confidential while others will not
It is okay to discuss how we relate to each other but not the content of our conversations
It is okay to talk about what we talk about as long as it is positive
If we meet out socially it is okay to greet and to introduce each other to those present in the company .
Adapted from Zachary
This is where the participants will be doing a lot of work . They will work in pairs ( swapping each time) and completing the documents to the best of their abilities. Issues may arise from the participants and facilitators can take note of all the issues and bring this feedback to the CSL team who will create the final versions of these documents for uploading onto our new website. Below are the documents in note form but CSL will also provide you with the actual document.
Mentor/Mentee Agreement –
We are entering into a mentoring relationship from which we both expect to benefit. We have discussed the ground rules, protocols and procedures for Mentors and Mentees. (A copy of this should be sent to CSL)
Practical issues
Venue(s) and Time -
Calendar for Term/Year-
Arrangements re: Weekly contact. ( Timing of this and Nature of this contact : E mail /skype/Phone etc..)
Other Issues
Confidentiality for us means that …
What stumbling blocks might we encounter? What process should we have in place to deal with them?
We agree to meet on a monthly basis for a two hour session in a venue to be decided by agreement between us.
We agree to abide by the ground rules, procedures and protocols.
We agree to weekly contact by e –mail/phone/skype
This relationship will last for one academic year.
We will review this agreement on a regular basis.
The focus of our mentoring relationship will be in the Learning Plan.
We agree to have a discussion in every monthly meeting about the role of the principal in leading learning in the school.
We are committed to open and honest communication with each other.
We agree to fill in all documentation required by CSL and to willingly partake in the evaluation of this project.
Mentor Mentee
Date Date
The Learning Plan (for completion at the initial meeting ) DOCUMENT 4
The table below may help the mentee to reflect on their needs and the goals that they will to set: This table can be used to start a conversation between the Mentor and the Mentee and to help the Mentee clarify in their own mind what their needs are. The mentee fills in this document and keeps the document in their possession.
Area of school life
V. comfortable
Comfortable
Need support here
Leading learning and teaching
Managing the organisation
Leading School development
Developing leadership capacity
Then the mentee fills in the details below in the boxes provided :
Areas in which the mentee is very comfortable
Areas in which the Mentee needs support and mentoring
Long term Goal(s) for this academic year
This box can be used to breakdown the long term goals into a series of short term goals
Draft Quality Framework for Teaching and Learning:
1. Leading learning and teaching
School leaders:
promote a culture of improvement, collaboration, innovation and creativity in learning, teaching and assessment
foster a commitment to inclusion, equality of opportunity and the holistic development of each student
manage the planning and implementation of the school curriculum
foster teacher professional development that enriches teachers’ and students’ learning
2. Managing the organisation
School leaders:
establish an orderly, secure and healthy learning environment, and maintain it through effective communication
manage all the resources of the school so as to create and maintain a learning organisation
manage challenging and complex situations in a manner that demonstrates equality, fairness and justice
develop and implement a system to promote professional responsibility and accountability
3. Leading school development:
School leaders:
communicate the guiding vision for the school and lead its realisation
lead the school’s engagement in a continuous process of self-evaluation
build and maintain relationships within the school, with other schools, and with the wider school community
manage, lead and mediate change to respond to the evolving needs of the school and to changes in education
4. Developing leadership capacity
School leaders:
critique their practice as leaders and develop their understanding of effective and sustainable leadership
empower staff to take on and carry out leadership roles
promote and facilitate the development of student voice and student leadership
build professional networks with other school leaders
Checklist
Have you both read the Ground Rules, Procedures and Protocols for Mentors and mentees? ( Document 2)
Have you discussed where you will meet?
Have you discussed the most suitable time to meet?
Have you made a calendar of meetings for the Term/Year?
Have you discussed how you will make your weekly contact?
Have you discussed your understanding of confidentiality?
If problems arise, have you discussed how these might be addressed?
Have you completed the Learning Plan? ( Document 4)
Have you filled in the Mentor/Mentee agreement and do both of you have a copy of it?( Document 3)
Have you discussed the “Framework for Professional Discussion” (Document 6) and how you might use it to inform your monthly meetings?
Have you filled in your Record of Meetings form? ( Document 7 )
Are you both familiar with the Exit Strategy Policy? ( Document 8)
CSL is providing a document to all the participants called
“ Framework for discussion.
This document can be used to start the conversations every month. It is the mentee who will fill in the document and the mentee who will keep the document as a record of the conversation that was had . The mentee may wish to give a copy of it to the Mentor as an aide memoire . (as a part of a co-professional relationship) .
The purpose of this document is to empower the Mentee
They are proactive in the process and have a sense of co-ownership of the process
The document can help build the dynamic of the relationship
The document concretises the conversation
It is a commitment to action
Framework for Discussion Document. ( Document 6 )
This is to be used at every meeting after the initial meeting. This form is private to the mentor and to the mentee and should not be returned to CSL. It should be filled in by the mentee at the conclusion of each meeting. It is a report agreed by both parties.
Month of Meeting
What went well last month?
Even better if………..
Updated goal(s)
Other
Areas you may wish to discuss:
Leading learning and teaching
Managing the organisation
Leading School development
Developing leadership capacity
This is a straightforward document
Record of Meetings Form.
Please fill this in every month. It is the responsibility of the Mentor to return this form to CSL at the end of the year (or earlier if requested.)
Month
Date
Time
Signature of mentee
Signature of Mentor.
Facilitators may wish to discuss this policy with the Mentors. They may have some further suggestions to improve the policy .
Exit Strategy Policy
Should either party in the mentoring relationship feel that the process is not working for them he/she should in the first instance address the matter in an open way with the other principal.
If this is not successful, the mentor should contact his/her Cara and express his/her concerns to him/her.
If the mentee is dissatisfied and feels that he/she cannot discuss this with their mentor then he/she should contact the CSL office and request an exit strategy meeting outlining the difficulties they are encountering and the reasons that he/she believes that change would be appropriate.
The CSL office will arrange for one of the Cairde to meet individually with the mentor and the mentee. Should he/she believe that the relationship could be salvaged he/she may (with agreement of both parties) arrange a meeting with both the Mentor and Mentee present.
If he/she believe that the relationship needs to be ended, he/she will report this finding to the appropriate Deputy Director of CSL.
Upon hearing the recommendation of the Cara , the deputy director can make one of two decisions :
She can accept the recommendation and proceed to find another suitable match for the Mentee in question.
Or
She can decide to re-interview one or both parties in the relationship following this meeting. Should the Deputy decide that the relationship has irrevocably broken down, she will recommend to the Director of CSL that a new mentor is assigned to this Mentee.
Facilitators:
The literature research supports this statement . Formal mentoring is a new concept in educational leadership but is well established in leadership in many other professions