This document discusses several topics related to school leadership including:
- The balance of teaching and non-teaching responsibilities for principals and deputy principals.
- The definition of the roles of principal and deputy principal and how ultimate responsibility lies with the principal.
- The importance of trust and developing a high trust relationship between the principal and deputy principal.
- The need for school leaders to focus on instructional leadership and developing a strategic vision for the school rather than just operational management.
The Professional Development Service for Teachers (PDST) provides professional development and support for Irish school leaders. The Misneach program is for newly appointed principals and consists of 5 residential sessions over 2 years that cover personal, instructional, organizational, and transformational leadership. Participants develop their leadership skills through online learning and mentoring between sessions. Previous participants found Misneach helped them develop ideas about their role, priorities for their school, and insights into their strengths and weaknesses. It also enabled supportive work with colleagues.
Building Effective Schools through LeadershipManilaEducator
This document provides an overview of leadership styles and principles relevant for principals. It begins with introductions and sets the tone for an interactive seminar. It then covers self-leadership through understanding personal motivations and strengths. An overview is given of various leadership styles including charismatic, transformational, instructional, situational, and emotional intelligence-based leadership. It emphasizes that effective principals adapt their style to the situation and focus on developing people and improving teaching and learning to increase student achievement. The document suggests principals should adopt flexible, people-centered styles that inspire and develop teachers in the 21st century.
The document outlines the author's personal philosophy of leadership in education. It discusses that effective leaders are good listeners, compassionate yet firm, and passionate about their work. Additionally, leaders must be competent and adaptive to grow into their role. The author believes creating an environment where people feel respected and appreciated is important. As a leader, they would focus on being understanding of change and refocusing people on helping students. Overall, the document emphasizes that students should be the central focus of education and that strong relationships with staff, parents, and community are key to success.
The document outlines an ethical leadership platform, citing theorists like Fullan and Hattie. It discusses the challenges of increasing standards and decreasing funding that motivate the author to be an ethical leader. Fullan's six elements of successful leadership are described: moral purpose, understanding change, relationships, knowledge creation/sharing, coherence, and enthusiasm. The author aims to follow these elements, set high expectations, build relationships, and lead with energy, enthusiasm and hope.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools play a vital role in developing community thinkers and leaders. Huff's philosophy is influenced by authors who emphasize that education must prepare students for the 21st century and that change takes sustained effort. As a leader, Huff will treat all students and staff with respect, create a positive learning environment, and leverage leadership at all levels to achieve her vision of student success.
I created this presentation for an Eluminate webinar; therefore it is mean to be interactive. For this reason, the text is minimal and there is room for participants to overlay their responses on nearly every slide. This model would work well for a NearPod presentation or other interactive tools.
Abby Leonard outlines a leadership platform focused on quality leadership, teaching, infrastructure, continuous learning, and community. She emphasizes the importance of fulfilling work, strong moral values, high expectations, open communication, data-driven decision making, and promoting a culture of learning. Her goals are to make a positive difference, establish trust, provide appropriate motivation, and bring about positive change through constructive use of data and action research.
Principals and senior educators are role models. They inspire both - children and colleagues. What does it take to be a school leader? Can you learn leadership in school? What style of leader are you? More importantly, how do you become an effective leader. Mentor Magazine's 'How to be a school leader' elaborates on how networking is the best way to be a school leader.
The Professional Development Service for Teachers (PDST) provides professional development and support for Irish school leaders. The Misneach program is for newly appointed principals and consists of 5 residential sessions over 2 years that cover personal, instructional, organizational, and transformational leadership. Participants develop their leadership skills through online learning and mentoring between sessions. Previous participants found Misneach helped them develop ideas about their role, priorities for their school, and insights into their strengths and weaknesses. It also enabled supportive work with colleagues.
Building Effective Schools through LeadershipManilaEducator
This document provides an overview of leadership styles and principles relevant for principals. It begins with introductions and sets the tone for an interactive seminar. It then covers self-leadership through understanding personal motivations and strengths. An overview is given of various leadership styles including charismatic, transformational, instructional, situational, and emotional intelligence-based leadership. It emphasizes that effective principals adapt their style to the situation and focus on developing people and improving teaching and learning to increase student achievement. The document suggests principals should adopt flexible, people-centered styles that inspire and develop teachers in the 21st century.
The document outlines the author's personal philosophy of leadership in education. It discusses that effective leaders are good listeners, compassionate yet firm, and passionate about their work. Additionally, leaders must be competent and adaptive to grow into their role. The author believes creating an environment where people feel respected and appreciated is important. As a leader, they would focus on being understanding of change and refocusing people on helping students. Overall, the document emphasizes that students should be the central focus of education and that strong relationships with staff, parents, and community are key to success.
The document outlines an ethical leadership platform, citing theorists like Fullan and Hattie. It discusses the challenges of increasing standards and decreasing funding that motivate the author to be an ethical leader. Fullan's six elements of successful leadership are described: moral purpose, understanding change, relationships, knowledge creation/sharing, coherence, and enthusiasm. The author aims to follow these elements, set high expectations, build relationships, and lead with energy, enthusiasm and hope.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools play a vital role in developing community thinkers and leaders. Huff's philosophy is influenced by authors who emphasize that education must prepare students for the 21st century and that change takes sustained effort. As a leader, Huff will treat all students and staff with respect, create a positive learning environment, and leverage leadership at all levels to achieve her vision of student success.
I created this presentation for an Eluminate webinar; therefore it is mean to be interactive. For this reason, the text is minimal and there is room for participants to overlay their responses on nearly every slide. This model would work well for a NearPod presentation or other interactive tools.
Abby Leonard outlines a leadership platform focused on quality leadership, teaching, infrastructure, continuous learning, and community. She emphasizes the importance of fulfilling work, strong moral values, high expectations, open communication, data-driven decision making, and promoting a culture of learning. Her goals are to make a positive difference, establish trust, provide appropriate motivation, and bring about positive change through constructive use of data and action research.
Principals and senior educators are role models. They inspire both - children and colleagues. What does it take to be a school leader? Can you learn leadership in school? What style of leader are you? More importantly, how do you become an effective leader. Mentor Magazine's 'How to be a school leader' elaborates on how networking is the best way to be a school leader.
Educational leadership aims to create positive change in education. Leaders are trained to advance systems and institutions through roles like principal, administrator, or department chair. A leadership philosophy provides vision and values to guide development. It must account for managing change, diversity, and humor. Principles of leadership include self-improvement, responsibility, decision-making, and developing accountability in others. Functions of leadership encompass improving programming, budgeting, policy-setting, and change management.
emerging issues in educational leadership and managementAliza Zaina
Strategic leadership in education involves three key capabilities: thinking ahead to set a vision for transforming the education system to future needs, delivering within to manage performance and build organizational capabilities, and leading across to engage stakeholders in the transformation process. Effective strategic leaders are focused on the future, use evidence to inform decisions, can implement plans to achieve goals, open new possibilities, collaborate well with others, and act ethically. Globalization and a focus on productivity and quality are also important considerations for modern educational leadership.
The document discusses distributed leadership, including what it is, why it is important, and how it can be implemented in schools. Some key points:
1) Distributed leadership involves sharing and extending leadership across an organization, not just from the top leader. It encourages collaboration and developing a shared vision.
2) When leadership is distributed properly through teams and engaging others' expertise, it can positively impact student outcomes and teacher effectiveness.
3) Distributed leadership takes different forms in different schools depending on needs and context, but successful implementations develop leadership at all levels through structures, roles, and collaborative ways of working.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
The document outlines several key qualities and skills of effective leaders, including integrity, being innovative, active listening, empathy, self-motivation, self-confidence, having a fair attitude, being visionary, delegation, caring for others, strong decision-making, problem-solving, communication, inquisitiveness, humility, self-discipline, emotional intelligence, resilience, accountability, being supportive, learning agility, empowerment, being tech-savvy, and inspiring others. It also lists some prerequisites for successful participation, such as having a strong trade union, a positive attitude, clear goals and objectives, training programs, and voluntary participation.
The innovator’s method by Nathan Furr and Jeff dyer. Book Summary by D Shivak...Marketing Buzzar
What makes a Good Leader. Lessons, tips, Insights & more.
A crisp summary of the book "Strategies for Taking Charge" : Warren Bennis & Burt Nanus by D Shivakumar, Chairman & CEO - India Region, PepsiCo
This document summarizes Michael Fullan's ideas about leadership and educational change. It discusses that leadership is about cultivating other leaders and maintaining continuity of direction. Change is a complex process that cannot be understood simply as cause and effect. Fullan believes leaders should be committed to values but flexible in their approaches. Key elements of successful change involve developing relationships, building capacity through collaboration, and focusing on culture change and shared understanding. Leaders must understand the change process, engage moral purpose, and develop cultures that support learning.
The document discusses how entrepreneurship education may help students with dyslexia by boosting their self-efficacy and intention to become entrepreneurs. It summarizes research finding that students with dyslexia have lower entrepreneurial self-efficacy and intentions compared to those without dyslexia. It recommends that schools implement entrepreneurship curriculums focusing on experiential learning, mentors, and developing self-efficacy, which could help close the gaps for students with dyslexia. The curriculum should incorporate problem-solving, managing money, leadership skills, and be scaffolded over a semester with support from mentors. Measuring self-efficacy before and after could tailor the program to students' needs.
This document summarizes several leadership books that provide advice and strategies for leaders. It includes summaries of "Game Changers" by Dave Asprey which distills high performance strategies into becoming smarter, faster and happier; "Conscious Coaching" by Brett Bartholomew which bridges the gap between physical training science and human behavior science for coaches; and "Lead with Culture" by Jay Billy which explains how school culture impacts student and teacher experiences.
This document discusses leadership and creating a culture where people and programs improve. It emphasizes the importance of teacher collaboration, developing professional learning communities, setting high expectations, and focusing on improving instructional practice. Key aspects that help cultures improve include collegiality, efficacy, experimentation, trust, support, and shared decision-making.
Youth Work in Scotland - The Challenge we FaceCTLScotland
The priorities for public funding of youth work have changed in line with an "austere social policy landscape of cost-benefit calculus" where evidence-based policy dominates. This document discusses how youth work aims to better articulate its functions, processes, and impact through research on positive youth development and the Compass Advantage model, which defines capabilities developed in young people. The goal is to build evidence of youth work's contributions.
This document discusses character education and the values that schools should focus on. It includes the results of a survey that identified moral, performance, civic and intellectual values as most important. The document raises questions about character education, including what values schools should promote, how to account for cultural bias, and whether it should be a subject or approach. It also discusses challenges schools face in developing pupil character, such as lack of confidence, motivation and resilience, as well as balancing character education with other priorities.
School-based consultation and collaboration has been used since the 1920s in various forms to address the mental health and instructional needs of students. The practice has grown in importance due to legal and educational reforms that have increased focus on students' well-being. Consultants provide services through collaborating with school administrators, teachers, parents, and external agencies to establish interventions and determine support for students struggling academically or behaviorally. The relationships formed must maintain high ethical standards of confidentiality and consent.
Neil Roskilly Working With Parents And Governors Revised MtISA
This document discusses the importance of heads of schools working effectively with parents and governors. It notes that working collaboratively in good times allows more to be achieved more quickly, while in difficult times others can help shoulder burdens. The document provides advice on defining roles and responsibilities, mapping stakeholders to understand influences and positions, and moving all stakeholders towards high involvement and support. Effective parental engagement is also discussed, including addressing common barriers through two-way communication and meaningful involvement in decision-making.
Educational leadership involves creating positive change in education through roles like principals and administrators. An effective educational philosophy includes developing a vision for the future, establishing core values, providing leader training, managing change, leveraging diversity, and maintaining a sense of humor. Key principles of leadership are self-improvement, competence, responsibility, decision-making, exemplary behavior, caring for staff, communication, accountability, supervision, and team training. Functions of educational leaders are executive oversight, planning, policymaking, expertise, external representation, internal relations, rewards/punishment, conflict resolution, exemplifying behavior, symbolizing the institution, responsibility substitution, ideology guidance, a fatherly role, and accepting blame.
Educational leadership involves school administrators and other leaders working to enact positive changes to policies and procedures that improve student achievement and staff development. Educational leaders come from various roles like teachers, administrators, parents, coaches and more. They contribute their time and skills to further their communities and share best practices. Principles of educational leadership include self-improvement, proficiency, responsibility, decision-making, exemplary conduct, understanding students, and enabling educational success. Leaders employ different styles such as supportive, empowering, participative, situational and more depending on the context.
This document provides a summary of the Junior Certificate Jewish Studies curriculum and syllabus in Ireland. It outlines the objectives of the course as developing students' knowledge of fundamental Jewish beliefs, practices, and traditions. It also aims to foster an understanding of the development and contributions of Irish Jewish communities. The syllabus is divided into seven sections covering topics like Jewish beliefs, sacred texts and sites, the Holocaust, and Hebrew language. It emphasizes skills like independent thinking, group work, communication, and creativity. Assessment includes an exam worth 80% and a project worth 20% of the overall marks.
This document provides guidelines for schools to conduct self-evaluations of their teaching and learning practices. It introduces school self-evaluation as a process for schools to identify their strengths and areas for improvement through collaborative discussion and use of evidence. The guidelines establish a framework for evaluating teaching and learning based on themes, criteria, and sample tools. They are intended to support schools in conducting self-evaluations, developing reports on the process, and creating improvement plans to enhance the learning experience for students.
An elimination reaction such as the dehydration of ethanol is described. In this reaction, an alcohol like ethanol reacts to form a smaller alkene molecule like ethene along with a water molecule. The structure changes from tetrahedral to planar. Ethanol can be specifically dehydrated to ethene using heat and an aluminum oxide catalyst in its preparation.
Venice became a prosperous trading center in the 16th century, developing a distinctive style of oil painting characterized by vibrant color and loose brushwork. Artists like Giovanni Bellini, Giorgione, and Titian perfected new techniques like oil painting on canvas and created beautifully realistic works that captured the light and atmosphere of Venice. These masters established Venice as a major center of Renaissance art alongside Florence and Rome.
Educational leadership aims to create positive change in education. Leaders are trained to advance systems and institutions through roles like principal, administrator, or department chair. A leadership philosophy provides vision and values to guide development. It must account for managing change, diversity, and humor. Principles of leadership include self-improvement, responsibility, decision-making, and developing accountability in others. Functions of leadership encompass improving programming, budgeting, policy-setting, and change management.
emerging issues in educational leadership and managementAliza Zaina
Strategic leadership in education involves three key capabilities: thinking ahead to set a vision for transforming the education system to future needs, delivering within to manage performance and build organizational capabilities, and leading across to engage stakeholders in the transformation process. Effective strategic leaders are focused on the future, use evidence to inform decisions, can implement plans to achieve goals, open new possibilities, collaborate well with others, and act ethically. Globalization and a focus on productivity and quality are also important considerations for modern educational leadership.
The document discusses distributed leadership, including what it is, why it is important, and how it can be implemented in schools. Some key points:
1) Distributed leadership involves sharing and extending leadership across an organization, not just from the top leader. It encourages collaboration and developing a shared vision.
2) When leadership is distributed properly through teams and engaging others' expertise, it can positively impact student outcomes and teacher effectiveness.
3) Distributed leadership takes different forms in different schools depending on needs and context, but successful implementations develop leadership at all levels through structures, roles, and collaborative ways of working.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
The document outlines several key qualities and skills of effective leaders, including integrity, being innovative, active listening, empathy, self-motivation, self-confidence, having a fair attitude, being visionary, delegation, caring for others, strong decision-making, problem-solving, communication, inquisitiveness, humility, self-discipline, emotional intelligence, resilience, accountability, being supportive, learning agility, empowerment, being tech-savvy, and inspiring others. It also lists some prerequisites for successful participation, such as having a strong trade union, a positive attitude, clear goals and objectives, training programs, and voluntary participation.
The innovator’s method by Nathan Furr and Jeff dyer. Book Summary by D Shivak...Marketing Buzzar
What makes a Good Leader. Lessons, tips, Insights & more.
A crisp summary of the book "Strategies for Taking Charge" : Warren Bennis & Burt Nanus by D Shivakumar, Chairman & CEO - India Region, PepsiCo
This document summarizes Michael Fullan's ideas about leadership and educational change. It discusses that leadership is about cultivating other leaders and maintaining continuity of direction. Change is a complex process that cannot be understood simply as cause and effect. Fullan believes leaders should be committed to values but flexible in their approaches. Key elements of successful change involve developing relationships, building capacity through collaboration, and focusing on culture change and shared understanding. Leaders must understand the change process, engage moral purpose, and develop cultures that support learning.
The document discusses how entrepreneurship education may help students with dyslexia by boosting their self-efficacy and intention to become entrepreneurs. It summarizes research finding that students with dyslexia have lower entrepreneurial self-efficacy and intentions compared to those without dyslexia. It recommends that schools implement entrepreneurship curriculums focusing on experiential learning, mentors, and developing self-efficacy, which could help close the gaps for students with dyslexia. The curriculum should incorporate problem-solving, managing money, leadership skills, and be scaffolded over a semester with support from mentors. Measuring self-efficacy before and after could tailor the program to students' needs.
This document summarizes several leadership books that provide advice and strategies for leaders. It includes summaries of "Game Changers" by Dave Asprey which distills high performance strategies into becoming smarter, faster and happier; "Conscious Coaching" by Brett Bartholomew which bridges the gap between physical training science and human behavior science for coaches; and "Lead with Culture" by Jay Billy which explains how school culture impacts student and teacher experiences.
This document discusses leadership and creating a culture where people and programs improve. It emphasizes the importance of teacher collaboration, developing professional learning communities, setting high expectations, and focusing on improving instructional practice. Key aspects that help cultures improve include collegiality, efficacy, experimentation, trust, support, and shared decision-making.
Youth Work in Scotland - The Challenge we FaceCTLScotland
The priorities for public funding of youth work have changed in line with an "austere social policy landscape of cost-benefit calculus" where evidence-based policy dominates. This document discusses how youth work aims to better articulate its functions, processes, and impact through research on positive youth development and the Compass Advantage model, which defines capabilities developed in young people. The goal is to build evidence of youth work's contributions.
This document discusses character education and the values that schools should focus on. It includes the results of a survey that identified moral, performance, civic and intellectual values as most important. The document raises questions about character education, including what values schools should promote, how to account for cultural bias, and whether it should be a subject or approach. It also discusses challenges schools face in developing pupil character, such as lack of confidence, motivation and resilience, as well as balancing character education with other priorities.
School-based consultation and collaboration has been used since the 1920s in various forms to address the mental health and instructional needs of students. The practice has grown in importance due to legal and educational reforms that have increased focus on students' well-being. Consultants provide services through collaborating with school administrators, teachers, parents, and external agencies to establish interventions and determine support for students struggling academically or behaviorally. The relationships formed must maintain high ethical standards of confidentiality and consent.
Neil Roskilly Working With Parents And Governors Revised MtISA
This document discusses the importance of heads of schools working effectively with parents and governors. It notes that working collaboratively in good times allows more to be achieved more quickly, while in difficult times others can help shoulder burdens. The document provides advice on defining roles and responsibilities, mapping stakeholders to understand influences and positions, and moving all stakeholders towards high involvement and support. Effective parental engagement is also discussed, including addressing common barriers through two-way communication and meaningful involvement in decision-making.
Educational leadership involves creating positive change in education through roles like principals and administrators. An effective educational philosophy includes developing a vision for the future, establishing core values, providing leader training, managing change, leveraging diversity, and maintaining a sense of humor. Key principles of leadership are self-improvement, competence, responsibility, decision-making, exemplary behavior, caring for staff, communication, accountability, supervision, and team training. Functions of educational leaders are executive oversight, planning, policymaking, expertise, external representation, internal relations, rewards/punishment, conflict resolution, exemplifying behavior, symbolizing the institution, responsibility substitution, ideology guidance, a fatherly role, and accepting blame.
Educational leadership involves school administrators and other leaders working to enact positive changes to policies and procedures that improve student achievement and staff development. Educational leaders come from various roles like teachers, administrators, parents, coaches and more. They contribute their time and skills to further their communities and share best practices. Principles of educational leadership include self-improvement, proficiency, responsibility, decision-making, exemplary conduct, understanding students, and enabling educational success. Leaders employ different styles such as supportive, empowering, participative, situational and more depending on the context.
This document provides a summary of the Junior Certificate Jewish Studies curriculum and syllabus in Ireland. It outlines the objectives of the course as developing students' knowledge of fundamental Jewish beliefs, practices, and traditions. It also aims to foster an understanding of the development and contributions of Irish Jewish communities. The syllabus is divided into seven sections covering topics like Jewish beliefs, sacred texts and sites, the Holocaust, and Hebrew language. It emphasizes skills like independent thinking, group work, communication, and creativity. Assessment includes an exam worth 80% and a project worth 20% of the overall marks.
This document provides guidelines for schools to conduct self-evaluations of their teaching and learning practices. It introduces school self-evaluation as a process for schools to identify their strengths and areas for improvement through collaborative discussion and use of evidence. The guidelines establish a framework for evaluating teaching and learning based on themes, criteria, and sample tools. They are intended to support schools in conducting self-evaluations, developing reports on the process, and creating improvement plans to enhance the learning experience for students.
An elimination reaction such as the dehydration of ethanol is described. In this reaction, an alcohol like ethanol reacts to form a smaller alkene molecule like ethene along with a water molecule. The structure changes from tetrahedral to planar. Ethanol can be specifically dehydrated to ethene using heat and an aluminum oxide catalyst in its preparation.
Venice became a prosperous trading center in the 16th century, developing a distinctive style of oil painting characterized by vibrant color and loose brushwork. Artists like Giovanni Bellini, Giorgione, and Titian perfected new techniques like oil painting on canvas and created beautifully realistic works that captured the light and atmosphere of Venice. These masters established Venice as a major center of Renaissance art alongside Florence and Rome.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
The document provides an overview of the Romantic period from 1780-1850, focusing on developments in music, literature, and painting, as well as the social influences of revolutions in France and America. Key painters from the period are discussed, including Eugène Delacroix, Théodore Géricault, J.M.W. Turner, John Constable, and Caspar David Friedrich, noting their artistic styles and examples of major works. The Romantic period saw a shift from neoclassicism to a greater emphasis on nature, emotion, and individual expression.
This document summarizes key information about alcohols including their classification, physical properties, and uses. It lists common alcohols like methanol, ethanol, propan-1-ol, and butan-1-ol. It describes that primary alcohols have one carbon attached to the hydroxyl group, while secondary alcohols have two. The document also discusses how alcohols have higher boiling points than alkanes due to polarity. It provides examples of how solubility changes with alcohol size and explains their comparison to water. Finally, it gives details on methanol and ethanol, including their production and uses in drinks, fuels, and solvents.
The document summarizes atomic structure and the development of atomic theory. It discusses key scientists and experiments that led to discoveries such as electrons, protons, neutrons, and the nuclear model of the atom. These include Thomson's work on cathode rays, Rutherford's gold foil experiment, and Chadwick's discovery of the neutron. The document also covers atomic number, mass number, isotopes, relative atomic mass, and how mass spectrometry is used to determine relative atomic masses.
The document describes several titration experiments involving acids, bases, and metal ion solutions. In one experiment, 25 cm3 portions of a diluted vinegar sample were titrated against 0.12 M sodium hydroxide solution. The mean titration volume was found to be 20.5 cm3. Another experiment determined the iron content of tablets by titrating a solution made from crushed tablets against 0.01 M potassium manganate. The mean titration volume in this case was 18.75 cm3 for 25 cm3 portions of the iron solution. A third experiment titrated 100 cm3 portions of a hard water sample against 0.010 M EDTA solution, finding an average titre of 8.10 cm3.
Crude oil is separated into fractions by fractional distillation based on differences in boiling points. The fractions include refinery gas, light gasoline, naphtha, kerosene, gas oil, and residue. These fractions are used to produce fuels like petrol, diesel, and jet fuel. Petrol is a complex mixture of hydrocarbons, mainly alkanes and aromatics. Its octane rating, which indicates its resistance to premature ignition, can be increased through processes like isomerization, dehydrocyclization, and catalytic cracking that produce more branched and cyclic molecules.
The document contains exam questions and answers related to hydrocarbons that can be used as fuels. Some key details include:
- Butane is a major component of LPG, which stands for liquefied petroleum gas.
- Methane is a major component of natural gas. Mercaptans are often added to natural gas to give it an odor to detect leaks. Methane's release contributes to the greenhouse effect and global warming.
- The heat of combustion of butane is calculated to be -2881 kJ/mol based on heats of formation of products and reactants.
An art gallery aims to collect, care for, research, interpret, and display works of art for public enjoyment. When designing exhibitions, galleries must consider public access, lighting, color schemes, how artworks are hung and sculptures displayed, clear labeling, and accommodating those with special needs. Proper lighting, spacing of works, and labeling help visitors engage with and understand the art.
The document discusses the nature of different types of bonds based on electronegativity differences between atoms. A pure covalent H-H bond is non-polar as electrons are shared equally. A polar covalent H-Cl bond results from the chlorine atom attracting the shared electrons more strongly, giving chlorine a partial negative charge and hydrogen a partial positive charge. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. Water is polar due to its bent, non-linear shape whereas carbon dioxide is non-polar due to its linear shape.
The document discusses atomic structure and spectra. It begins by introducing emission and absorption spectra of hydrogen atoms and defines the Balmer series. It then explains that line spectra provide evidence for discrete energy levels in atoms. The document discusses atomic orbitals and electronic configurations, including how electrons fill different sub-levels based on the Aufbau principle, Hund's rule, and Pauli's exclusion principle. Spectroscopes are described as devices used to observe emission spectra of elements.
1. The document summarizes the history and development of the periodic table, including contributions from Greek philosophers, Boyle, Davy, Moseley, Dobereiner, Newlands, and Mendeleev.
2. It describes the key features and organization of the modern periodic table, including periods, groups, atomic number, valence electrons, and trends in physical/chemical properties for different groups like alkali metals, alkaline earth metals, halogens, noble gases, and transition metals.
3. Specific elements are highlighted from different groups to illustrate trends, including lithium, sodium, potassium, beryllium, barium, calcium, magnesium, strontium, radium, chlorine, brom
Hydrocarbons like crude oil, natural gas, and coal are fossil fuels formed from the remains of ancient marine plants and animals. Methane is a hydrocarbon produced naturally in coal mines, slurry pits, waste dumps, and the digestive tracts of animals, but it poses fire, explosion, and suffocation hazards if it accumulates.
The document discusses several topics related to school leadership including:
1) The balance of teaching and non-teaching responsibilities for principals/deputy principals and defining their roles.
2) The importance of reservoirs of hope, belief networks, and support networks for leaders to achieve work-life balance and well-being.
3) Distributed leadership and the relationship between the principal and deputy principal being based on trust, with clear but flexible boundaries of responsibility.
The Characteristics of an Effective School Leader.pptxMaryKristineSesno
Effective school leaders build strong community partnerships through visibility, trust and transparency. They empower teachers by encouraging professional development and allowing autonomy. Data is used to promote equitable opportunities for students. The most successful leaders unite teams around a clear vision and inspire passion through their own example and commitment to continuous learning.
1. The document outlines objectives for a subject leader conference, including understanding effective subject leadership, evaluating leadership styles, and developing a shared vision for teaching.
2. It discusses qualities of effective subject leaders such as being learners themselves, focusing on collaboration, and leading improvement through setting direction, developing teachers, and redesigning the organization.
3. Different leadership styles like authoritarian, democratic, and laissez-faire are presented, along with practices like setting direction, managing teaching, developing people, and organizational redesign.
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.
The document discusses the roles and responsibilities of school principals as educational leaders. It outlines that principals must facilitate a shared vision, advocate for student and teacher success, and ensure effective management of school resources. Principals are also expected to act with integrity, respond to community needs, and influence the broader context of education. While the principal's role is demanding, establishing a culture of learning and acting as an instructional leader can increase academic achievement.
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.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. As an educational leader, she will create safe, positive learning environments and treat everyone with respect. Huff will also focus on short and long-term results, continuous learning, and leveraging leadership at all levels including teachers, parents, and community members. She believes in creating a culture where children learn through experiences and are engaged in critical thinking and collaboration.
Module 1 principal leadership for school improvement ppt march 2015pippaprincipal
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
This document discusses selecting mentors for a son attending the Mississippi National Guard's Youth Challenge Program. Key considerations for choosing mentors included identifying males who could help the son grow into a prosperous young man and understand his purpose. It was important that the mentors possessed qualities like wisdom, integrity, and leadership. Establishing an effective mentoring relationship is important for a child's development, as it takes a community to raise a child. Mentors provide guidance, support, and wisdom gained from experience to support a mentee's career development.
This document summarizes the key findings of a 2009 national study on effective leadership practices for heads of independent schools in Canada. The study utilized surveys and interviews with heads of schools, board chairs, and senior administrators. The main findings were:
1) Effective heads of school demonstrate systems thinking and strategic visioning to promote the school's mission and long-term goals.
2) Upholding high ethics and building trust within the school community were also seen as critically important leadership practices.
3) Excellent communication skills allow heads of school to clearly articulate and spread the school's vision.
1) The purpose of education is to build productive community members with critical thinking skills to succeed in life. Struggles in school often lead to poverty, incarceration or dependence on welfare.
2) Effective leadership comes from influence, not position. It involves sharing expertise laterally across schools and districts.
3) Collective moral purpose, the right leaders focused on learning, building capacity through collaboration and reflection, and ongoing learning are keys to educational leadership according to Fullan's research.
The Experiences of Beginning Principals of Independent SchoolsSteve Bagi
This document discusses keys to an effective transition for beginning principals of independent schools. It outlines findings from research on the experiences of beginning principals.
The research found that effective preparation, pre-commencement experiences at the new school, strong support systems, and a well-planned induction helped beginning principals make a strong start. The greatest challenges they faced included high workload, managing staff relationships, and balancing responsibilities. Developing strategies like mentoring, self-care, and professional development can encourage personal and professional growth during the transition.
This document discusses keys to an effective transition for beginning principals of independent schools. It outlines findings from research on the experiences of beginning principals.
The research found that effective preparation, pre-commencement experiences at the new school, strong support systems, and a well-planned induction helped beginning principals make a strong start. The greatest challenges they faced included high workload, managing staff relationships, and balancing responsibilities. Developing strategies like mentoring, self-care, and professional development can encourage personal and professional growth during the transition.
This document discusses professional learning communities (PLCs) and their power through collaboration. It defines PLCs as an infrastructure for continuous school improvement through empowering, job-embedded professional development. The key attributes of effective PLCs are shared and supportive leadership, shared values and vision, collective learning and application, and supportive conditions. PLCs can take various forms for collaborative learning both in and after school. Their focus should be fundamental questions about student and teacher needs to improve teaching and learning.
The 10 most inspiring educational leaders in australia.2020Merry D'souza
we set out on a quest to find such strong educational leaders in Australia compelling us to derive this edition The 10 Most Inspiring Educational Leaders in Australia, 2020.
Instructional Leadership for Educational Leaders, it helps the readers to understand about leadership in details general and instructional leaders specifically
The document discusses the role of instructional leadership in schools. It defines instructional leadership as guiding and inspiring teachers to improve the learning process. Effective instructional leadership can have a dramatic influence on student achievement. Some key aspects of instructional leadership include setting goals, providing resources to teachers, coordinating curriculum and instruction, promoting teacher development, and ensuring an orderly environment conducive to learning. The document emphasizes that a focus on classroom instruction and teaching practices is vital for school improvement efforts.
The document discusses the New Zealand Aspiring Principals Programme (NAPP), which aims to develop innovative school leaders. The NAPP is a year-long blended learning program funded by the Ministry of Education. It emphasizes developing leaders who embrace innovation, cultural competence, and change management to accelerate student achievement. The program teaches participants to be self-aware, lead learning and change, focus on the future of schooling, and understand the principal role. It also encourages collaboration and risk-taking to improve student outcomes in New Zealand's education system.
Here is the list of the top 10 traits of an exceptional education leaders that include: 1. Life-long Learner 2. Analytical Thinking 3. Trust 4. Creative and Innovative 5. Community Building 6. Passion 7. Encourage Feedback and Collaboration 8. Influence 9. Vision 10. Empathy
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talents and efforts of the young writers who participated.
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talent and effort shown by the young writers.
Evaluating websites using hoax sites activity 2Martin Brown
Students are divided into groups and each group is assigned a hoax website to evaluate for trustworthiness using a website evaluation worksheet. The hoax websites assigned include sites about explorers, dihydrogen monoxide, tree octopuses, aluminum foil hats, jackalopes, dehydrated water, and a dog island. The goal is to teach students how to evaluate websites for accuracy and reliability.
The campus map shows 6 labeled locations - A, B, C, D, E, F, and G. It includes the gym, chapel, residences, and dining room. The map provides a layout of the buildings and facilities at St Patrick's College.
This document provides instructions for evaluating a website by having students visit a specified website and answering 10 questions about the URL, domain extension, author, contact details, purpose, creation/update dates, internal links, information sources, contradicting information from other sources, advertising, and reasons to trust/not trust the information on the site.
This document provides guidelines for setting up a school library or reading corner, including recommendations for location, shelving, furniture, equipment, signage, managing the library collection, and cataloguing systems. The ideal location is at the heart of the school, is highly visible and accessible, and is well-lit with power and internet. Shelving options include wall-mounted and freestanding units of various types. Furniture should be durable and allow for both formal and informal seating. Collections should be tailored to student interests and abilities. Small libraries can use simple tracking systems while larger ones may implement software-based cataloguing of fiction and non-fiction sections.
Jcsp library project Reading promotion - 10 great opening linesMartin Brown
This document contains 10 opening lines from famous young adult books. The lines provide snippets of intrigue from stories about unexpected visitors in the night, dogs that learn to talk, a boy who disappeared on his birthday, life as a hobbit, violence and death, the afterlife, and soldiers kicking down a door in the night.
Jcsp library project Reading promotion - 10 great halloween reads - posterMartin Brown
The document lists 10 book titles for a Halloween Reads project celebrating its 10th anniversary. The books include titles such as Zom-B, The Restless Dead, The Evil Eye, The Walking Dead, Breathe, Changeling, Trick or Treat, The Night Bus, The Undead, and Thing (the play). The list provides book titles, authors, and publishers for a junior certificate school literacy demonstration library project.
The document discusses the JCSP Library Project, which aims to establish libraries in schools serving students at risk of early school leaving. It established demonstration libraries in 30 schools across Ireland staffed by librarians. The libraries aim to improve literacy, develop a reading culture, and enhance student learning experiences. The document provides guidance on setting up an effective school library, including locating it centrally, curating an appropriate collection, promoting reading, and developing furniture and spaces to support independent and collaborative work.
The document is a notification from the State Examinations Commission to post-primary school authorities regarding the Irish oral examination for the 2014 Leaving Certificate. It states that enclosed is the set of 20 picture sequences that will be used for the Irish oral exam at Higher and Ordinary level. It specifies that these pictures will not be used for the Foundation level oral exam.
1. Doing the job in such a way that you can
continue to do it!
2.
Balance of teaching and non-teaching
responsibilities..
The definition of the role.
The extent to which principals/deputy
principals are isolated from the school
workforce.
Leadership is not a problem-difficulties lie in
management.
Leadership Matters 2010
4.
Internal reservoir of hope is the calm centre
at the heart of the individual leader from
which their values and vision flow and which
makes effective interpersonal engagement
possible
6.
“You don‟t have to be Mother Teresa to have
moral purpose” (Fullan 2001)
“whatever it is that gives individuals their
foundations of ethical behaviours and bases
of belief” (Flintham 2003)
10.
Príomhoide / Leas phríomhoide
Taoiseach / Tánaiste (Circular 04/98)
Principal-„idea‟ (overall): Deputy- „implementer‟
(day-to-day)
Understanding in Ed. Act etc. that ultimate
responsibility to the Board/VEC lies solely with the
Principal
„First among equals‟- generally the DP defers to
the P- in well established teams, roles are
reversible/interchangeable
11.
Senior leadership „team‟ assumes high trust
relationship- works both ways!
Support in public, counsel in private
Unique position of Deputy- likely to be still a
classroom teacher, member of specific subject
Dept., erstwhile „staff‟ colleague- expectations
of attachment to the colleagues/expectations
of loyalty to „management‟
In „distributed‟ leadership culture- boundaries
of responsibility less defined and leadership
for learning more effective.
12.
Trust saves time. It allows us to cut corners,
to cut to the chase, to get things done.
Working with someone we are wary of is a
tough, challenging and time-consuming
business. Working with someone we trust can
be a delight.
13.
„The principal and deputy principal have
worked together as a team for over seven
years. Their management style is hands-on,
and student-focused. While it is appropriate
for them to focus on day-to-day
management of students it is timely to revise
their roles and work practices to enable the
progression of the school‟s development
planning agenda and school self-evaluation‟
2012
14.
a mindset amongst some school leaders “which
is often more comfortable with an operational
rather than a strategic role”
(PricewaterhouseCooper 2007)
“Instructional leadership ... was the most
neglected aspect of the Principal‟s work in
school. Pressure of time, with the urgent taking
precedence over the important, and insufficient
back-up services were cited as the main reasons
for this neglect”
(Report of the National Education Convention 1994)
15.
How do we make this budding relationship
more of a „shared model‟ based on leading
learning?
16.
Continuing professional development-moral
imperative*****
Games , hobbies, interests etc.
„Aerobic exercise- boosts the supply of
nourishing blood to the brain, improves the
efficiency of the nerves and increases the
neurotransmitter hormones that produce
feelings of well-being‟
„Reading is to the mind what exercise is to
the soul‟
17.
An ability to share the load!
Good time management skills
Emotional intelligence
18. “The majority of those who detailed that they
relish the challenges and enjoy the variety of
the role, and achieve a positive work-life
balance, were more often those who had
effectively distributed leadership across and
within the school”
(„A life in the day of a headteacher‟ NCSL
2007)
26. Steve Mumby, (CEO of NCSL) maintains that
leaders are in danger of making two big
mistakes:
Not believing enough in themselves as
leaders – particularly important for Deputies
Believing in themselves too much as leaders
27. “...is about having confidence in your aims,
but also being comfortable and receptive to
the input of others. It is about positively
encouraging constructive and considered
challenge from within and outside you own
school or organisation.
Having critical friends doesn‟t diminish our
strength as leaders. It enhances it”.
Munby 2009
28. Emotional intelligence a major determinant of
leadership style and leadership style
determines 50-70% of organisational
performance
(Maureen Gaffney, NAPD Symposium March
2010)
29.
30.
know who they are, where they are going and why.
have a deep understanding of their emotions,
strengths, weaknesses, needs and drives.
are honest with themselves – realistic self assessment.
operate with candour and are willing to admit failure.
receive constructive criticism and willingly ask for
help.
are self-confident.
33. •
•
•
•
•
•
•
•
Vanity-barrier
Do not be constrained by received wisdom
Dream „big‟ for yourself
Have a „vision‟ for the people you lead
Under-promise and over-deliver
Don‟t look for clones of yourself
Give support/respect/compassion/love
Find something regularly to celebrate and laugh
about!
Tom Savage
Editor's Notes
Some teachers want to teach –that is their fundamental role and the one they are qualified for! Many principals want to maintain their contact with the classroom.What does the role entail? Is it limitless?Difficult in a small school- insulation and isolation but is it not part and parcel of the role?Dislike people management but enjoy staff development.
Interesting & insightful descriptions of how to sustain leaders, 25 & 14
Belief: self belief in the rightness of underlying value system – importance of positive feedback, Max Coate’s ‘Good Book’Support: In school your most significant relationship is with your Deputy/the role of middle leadership is important to both of you.External: Games , hobbies, interests etc.In pairs: What are your sustainability strategies?
AMCSS 1989 Patrick Duignan: School leadership as culture building, not distinct from admin.or management but incorporates them; good management is leadership in disguise, organising anarchy MORAL PURPOSE not exclusively religiousDifference between ‘being’ and ‘doing’-the principal and the manager-how you translate what you are in to what you do!
Handout of values-select/add and identify what you think your values are? These values influence your behaviour......and remember teachers are keen observers of their principals!
Interface between the internal subjective and external objective dimension of the self! It is in ‘crisis’ moments that our true self appears sometimes –hence the research on ‘reservoirs of hope’ at the times of critical incidents.Can be pressurised into doing things you don’t believe in !
Keep the good letters/cards-Max Coates-the book-the record of good events!****Remember who sustains you!
Trust is the key. Leaders must be able to make every member of staff feel they matter . They want us to BE HERE NOW
Learning being the core business of the school it is hardly surprising that leading learning should be seen as one of the areas heads need to concentrate on to make the role more sustainable. After all job satisfaction and fulfilment for most people come from the feeling that are doing ‘a good job’ and it is hard to see how school leaders could feel they were doing this unless they felt they were leading learning. Nevertheless...Any comment?
Introduce case study.
CPD is a moral imperative! One of the key findings of Leadership Matters is the need for on-going CPD.Video
We will look at each of these in turn
We have already dealt with this topic this morning suffice to say that not only do schools where leadership is distributed do better but leaders who distribute also do better
The importance of knowing in which category we are more comfortable. Detail people will probably have a time management system in place anywayPersons people will tend to drop everything to engage with staff or studentsVisionaries will avoid detail altogetherWhich are you most comfortable with and what implications does this have?
discuss and ask for examples. In Flintham’s study how they dealt with critical incidents actually cemented leaders’ self confidence and ability to cope and added to their feeling of doing a good job
School leaders are confronted by wicked, tame and critical problems on a regular basis and all need to be addressed. It is probably how we respond to wicked problems that will define our leadership of schools. By way of definition and example:Tame Problem: We are € 1, 500 short in the current year. We need to address this situation. (cut expenditure, increase income, problem solved)Critical Problem: Three sets of parents are threatening to move their children out of the school as a result of intense bullying over the past week by Pupil x. Teacher may have been aware of this, but nothing has been done to address the situation.Wicked Problem: Despite investment in resources, materials and training we notice anecdotally and from scores that student performance in Mathematics has been slipping over the past three years. Teachers are expressing frustration at the lack of improvement, parents are grumbling about scores and the WSE has noted the need to address issues in the teaching of Mathematics including differentiation, in-class support, planning and more focus on problems solving. orA neighbouring school has just announced that they are in a position to issue a laptop to every student in the senior classes, resulting in parents within the catchment area of our school indicating that they would prefer to send their pre-school children to the neighbouring school in light of the focus on technology. Such problems are not easily solved, require collaboration and persistence, do not have an “oven – ready answer” and will not necessarily be marked with clear success criteria to say that we are there now.
We must believe in our own leadership, we must put on the mantle of leadership, believe in our own leadership, accept responsibility otherwise we become unstuck and tend to change our views based on whoever spoke to us last. Too much self belief Napoleon a great general because he listened but when he became emperor he stopped listening.Remember the ego fraction!
What do you think?
School leaders have to manage not only their own emotions but the emotions of many, many others on a daily basis and therefore need a high degree of EI. Daniel Goldman