Getting Beyond _They're Just Not Out ThereSherri Sanders
This document provides suggestions and best practices for developing an inclusive faculty recruitment and retention plan. It discusses common myths used to justify the lack of faculty diversity. It also outlines steps to obtain buy-in for diversity initiatives from faculty. Toolkits and templates are presented to help institutionalize inclusive recruitment strategies throughout the hiring process. Key areas to focus on for enhancing faculty retention include developing an inclusive departmental climate, leadership opportunities, tailored professional development, and establishing supportive policies and procedures.
1. The document describes a faculty leadership program at Austin Peay State University that aims to promote leadership from faculty ranks rather than just administrators.
2. It discusses how the program provides opportunities for faculty to network, gain awareness, collaborate, develop visions, empower others, and mobilize change through activities like shadowing leaders, guest speakers, and a group project.
3. The goal is to cultivate an environment of change agents across campus who can help transform and strengthen the university through grassroots efforts rather than just top-down initiatives.
The document provides information for faculty advisors of sponsored student organizations at Oregon State University. It outlines the expectations and roles of faculty advisors, including facilitating intelligent decision making, advising on risks, attending events, being available for consultation, and ensuring compliance with university policies. It also describes the recognition process for a student organization to become officially sponsored, which requires completing registration materials annually and maintaining a relationship with a sponsoring university department.
This document provides information about an Adjunct Academy course for instructors at Houston Community College, including:
- The course meets on Fridays from 9am to 1pm at the Spring Branch Campus from Fall 2016 to Spring 2017.
- The goal is to train instructors to be more effective in engaging students and reducing dropout rates.
- Students will learn strategies for building community, relating course material to students, using various teaching methods, applying technology, and assessing student performance.
The document provides guidance for faculty advisors of student organizations at Oregon State University. It outlines the advisor's duties of care, which include training students, managing risk, and ensuring proper advising, direction, and oversight of activities. It also discusses the university's philosophy of serving as a facilitator and partner to help students gain leadership skills through their extracurricular involvement, while still setting guiding boundaries around safety, policies, and laws. The goal is for advisors and students to share responsibility in achieving the university's mission.
SSO Leadership Team Guide - Expectationssli_events
The document provides information for student organization leadership teams. It outlines expectations for student leaders and their roles and responsibilities in managing student organizations. This includes planning events, managing finances, communicating with faculty advisors, upholding university policies, and serving as representatives of the university. It also describes requirements for student organizations to receive sponsored status, including a sponsorship agreement with a university department and compliance with university rules and policies.
This document provides guidance for faculty advisors of student organizations at Oregon State University. It outlines the facilitator model approach taken by the university, which views advisors as facilitators who work in partnership with students. As facilitators, advisors are responsible for ensuring organizations receive proper advising, direction, control, access to resources, and risk management training while allowing students autonomy. The goal is to find a balance between guidance and independence that supports student learning and falls within established legal and policy boundaries.
The document summarizes the development of the AWSP Leadership Framework by the Association of Washington School Principals. It discusses how a task force created the framework to define new principal responsibilities needed to support student achievement in light of evolving education standards and accountability measures. The framework identifies eight criteria for principal evaluation related to leadership responsibilities like creating a positive school culture, data-driven planning, and engaging communities. It provides rubrics and examples to help principals and evaluators assess performance on each criterion.
Getting Beyond _They're Just Not Out ThereSherri Sanders
This document provides suggestions and best practices for developing an inclusive faculty recruitment and retention plan. It discusses common myths used to justify the lack of faculty diversity. It also outlines steps to obtain buy-in for diversity initiatives from faculty. Toolkits and templates are presented to help institutionalize inclusive recruitment strategies throughout the hiring process. Key areas to focus on for enhancing faculty retention include developing an inclusive departmental climate, leadership opportunities, tailored professional development, and establishing supportive policies and procedures.
1. The document describes a faculty leadership program at Austin Peay State University that aims to promote leadership from faculty ranks rather than just administrators.
2. It discusses how the program provides opportunities for faculty to network, gain awareness, collaborate, develop visions, empower others, and mobilize change through activities like shadowing leaders, guest speakers, and a group project.
3. The goal is to cultivate an environment of change agents across campus who can help transform and strengthen the university through grassroots efforts rather than just top-down initiatives.
The document provides information for faculty advisors of sponsored student organizations at Oregon State University. It outlines the expectations and roles of faculty advisors, including facilitating intelligent decision making, advising on risks, attending events, being available for consultation, and ensuring compliance with university policies. It also describes the recognition process for a student organization to become officially sponsored, which requires completing registration materials annually and maintaining a relationship with a sponsoring university department.
This document provides information about an Adjunct Academy course for instructors at Houston Community College, including:
- The course meets on Fridays from 9am to 1pm at the Spring Branch Campus from Fall 2016 to Spring 2017.
- The goal is to train instructors to be more effective in engaging students and reducing dropout rates.
- Students will learn strategies for building community, relating course material to students, using various teaching methods, applying technology, and assessing student performance.
The document provides guidance for faculty advisors of student organizations at Oregon State University. It outlines the advisor's duties of care, which include training students, managing risk, and ensuring proper advising, direction, and oversight of activities. It also discusses the university's philosophy of serving as a facilitator and partner to help students gain leadership skills through their extracurricular involvement, while still setting guiding boundaries around safety, policies, and laws. The goal is for advisors and students to share responsibility in achieving the university's mission.
SSO Leadership Team Guide - Expectationssli_events
The document provides information for student organization leadership teams. It outlines expectations for student leaders and their roles and responsibilities in managing student organizations. This includes planning events, managing finances, communicating with faculty advisors, upholding university policies, and serving as representatives of the university. It also describes requirements for student organizations to receive sponsored status, including a sponsorship agreement with a university department and compliance with university rules and policies.
This document provides guidance for faculty advisors of student organizations at Oregon State University. It outlines the facilitator model approach taken by the university, which views advisors as facilitators who work in partnership with students. As facilitators, advisors are responsible for ensuring organizations receive proper advising, direction, control, access to resources, and risk management training while allowing students autonomy. The goal is to find a balance between guidance and independence that supports student learning and falls within established legal and policy boundaries.
The document summarizes the development of the AWSP Leadership Framework by the Association of Washington School Principals. It discusses how a task force created the framework to define new principal responsibilities needed to support student achievement in light of evolving education standards and accountability measures. The framework identifies eight criteria for principal evaluation related to leadership responsibilities like creating a positive school culture, data-driven planning, and engaging communities. It provides rubrics and examples to help principals and evaluators assess performance on each criterion.
Read Ch5. There are 3 Questions Put the Questions on top of each tenoelrx
Read Ch5
. There are 3 Questions: Put the Questions on top of each one. Have to make it good. 200+ words
0--No summary or summary is not on topic.
0.5--On topic with no reference or connection to the week's readings.
1--On topic and includes a reference to the week's readings.
1. How might an administrator help inform his/her staff on the importance of community relations?
2. What steps might be taken with all members of a staff to discuss and model effective messaging for students, parents, community, etc.?
3.You have been asked to give a workshop to new school board members on their role in school–community relations. What points would you cover in your presentation?
Chapter 5 Administering the Program
After completing this chapter you should be able to …
■ Distinguish the key organizational and administrative structures that characterize successful programs.
■ Identify the roles boards play in contributing to school–community relations success.
■ Identify the roles administrators play in contributing to school–community relations success.
■ Define the standards for education public relations practitioners.
■ Outline methods for delivering training and support to staff to foster the development of skills essential to their communication roles.
Setting up a school–community relations program means paying attention to organization and determining who is responsible for what. What is the role of the board of education? What do the superintendent and the administrative team need to do? How about the person appointed to be in charge of the operation? What kind of organizational plan will be developed? Which administrators and supervisors are responsible for which parts of the program? How much money will be allocated to the school–community relations effort? An important component must be clearly outlined: the role of teachers and support staff.
THE BOARD OF EDUCATION
Board members must constantly remember that the schools are owned by the people: taxpayers. The community expects the children sent to the schools to learn effectively, and the community members pay the bills to keep the schools running. In most districts, people elect representatives to govern the schools they own. They should, therefore, be kept informed on a regular basis about how money is being spent and how effective the education being provided is.
How people feel, what they believe, and how they act toward the school, its officers, proposals, and programs can be summed up in the term public opinion. Public opinion is that intangible but powerful force in American life that influences all that is done in public affairs. A school board must know something about the nature of public opinion in order to run a good school system. If it fails to do what the public wants, sharp criticism follows. If it moves too far ahead of public opinion, it invites opposition. If board members confuse their own interests with those of the pub ...
Research consistently finds that charter school closures—about 12 percent since 2002—are most often due to finance and governance challenges, not educational issues. As charter schools increase in numbers, problems associated with their governing boards are also likely to grow.
Educational administration encompasses various leadership roles in schools and districts. The main goal of educational administration is to utilize human and material resources to accomplish educational goals and improve programs through functions like planning, organizing, and evaluation. School administrators oversee budgets, hiring, curriculum, and discipline to keep schools running smoothly. Effective leadership can take different styles like authoritarian, participative, transactional, or transformational depending on the situation. The objectives of educational administration are to provide quality education to students, ensure resources are used adequately, and prepare students for their futures.
Students demonstrate the ability to advocate for all stakeholders and create vibrant educational environments.
Students possess knowledge and skills to transform organizations using organizational theory, management skills, leadership strategies, and data.
Students can apply theory and research to address compelling problems in urban education.
Students are capable of planning and conducting research studies with the purpose of improving educational practices.
Students exhibit foundational knowledge to incorporate ethical, legal, and professional behaviors to enhance equitable educational opportunities for all students.
Good Governance for Improving the Quality of Higher Education in Bangladesh Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- Definition of Governance in higher education
- Concept and Dimension of Governance
- Overview of the good governance in HE
- Program Management
- Organizational Setup
- Documentation
- Academic leadership and autonomy
- Peer Observation and Feedback Process
- Internal Quality Assurance Process
- Key Performance Indicators (KPIs)
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
Delivering and demonstrating strong governance: 2015 Governors’ Conference Me...Ofsted
Governors are most effective when they are fully involved in the school's self-evaluation and use this knowledge to challenge the school and contribute to its strategic direction. Weak governance fails to meet statutory requirements like safeguarding and does not rigorously monitor the quality of education. Schools are less likely to succeed with poor governance. Effective governors know how to challenge the headteacher and have the right skills. Declining schools often have governors that fail to challenge the headteacher, are over-reliant on them for information, and lack strategic thinking. Inspectors will evaluate governance based on evidence of vision, high expectations, self-evaluation, improvement efforts, and statutory duties.
This document provides an overview of faculty advising at Houston Community College. It includes sections on the mission, purpose, advising objectives, core values, student growth and development, the faculty advisor's role and functions, best practices, FERPA regulations, financial aid questions, and contact lists. The advising program aims to establish close advisor-student relationships to assist students with their educational and personal goals through developmental advising. Faculty advisors are expected to guide students on curriculum planning, career exploration, academic policies and support resources.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
EDEM 510 (Administration and Supervision of Educational Programs)Mary Grace Pagas
The document discusses approaches to supervision that a principal or teacher can take to improve effectiveness in the classroom. It identifies three supervision styles: nondirective, collaborative, and directive.
For nondirective supervision, the supervisor acts as a sounding board and withholds input, verifying and eliciting the teacher's own solutions without judgment. Collaborative supervision involves problem-solving, sharing, and consensus-building between the teacher and supervisor. Directive supervision has the supervisor inform, direct, and assess the teacher's performance, providing direction and feedback.
The document emphasizes the importance of effective communication and lists three necessary skills: listening, which involves understanding beyond just the words; questioning to clarify understanding; and providing feedback to foster growth.
This document discusses school improvement and the importance of talent development and creativity. It argues that the focus on school effectiveness should be expanded to creating "significant schools" that emphasize developing students' talents and strengths. Ten attributes of significant schools are outlined, including shared leadership, goal-setting, a constructive learning environment, assessing student progress through authentic measures, and recognizing diverse stakeholders. The role of creativity and creative problem solving in supporting school improvement and talent development is also discussed.
Conventionalities and answer ability in the teaching employmentIJERA Editor
1) The document discusses the ethical dimensions and responsibilities of the teaching profession. It notes that teachers owe moral responsibilities to their students, colleagues, academic institutions, and society at large.
2) Teachers are entrusted with educating youth and imparting specialized knowledge, which demands high ethical commitment. However, modern socio-economic cultures have reduced emphasis on ethics.
3) The document proposes several measures to improve ethics and accountability in teaching, including establishing centers for ethics discussions, implementing student and peer evaluations, adopting codes of conduct, and requiring accountability reports from academic administrators.
1. Meaning and scope of educational administration
2. Principle of educational administration
3. Objectives of educational administration
4. elements of educational administration
The document provides recommendations to improve the education system of the IHE schools located in refugee camps in Thailand (IHE). It summarizes the background and findings of a review conducted of the IHE system. Key recommendations include: 1) Modifying student assessment procedures to include a wider variety of assessments over longer time periods; 2) Implementing teacher handover procedures to mitigate high teacher turnover; 3) Facilitating curriculum modifications to account for changing political situations in Burma; 4) Implementing career paths and training for teachers to increase retention. The recommendations aim to transition IHE from a crisis-focused system to one focused on development and to facilitate potential future transitions from camp-based to Burma-based systems.
0001-1-educational-leadership-.pdf to all students and teachersseamchanthoul
This document provides an overview of an undergraduate educational leadership course at the University of Cambodia. It includes the course instructor's contact information and an outline of topics to be covered such as leadership styles in education, developing effective school leaders, the teacher's role as a leader, and 21st century leadership in education. The goal of the course is to provide participants with insight into educational leadership and explore the role of teachers as leaders in school change management and 21st century teaching and learning.
This document summarizes the efforts of Drs. Sandra Moore and Robert McCracken to implement leadership standards at Radford University's College of Education using collaborative decision-making. They formed a steering committee and had faculty learn about each other and work on short and long-term planning. This resulted in improved collaboration, attitudes, culture and pride. It also helped deal with budget cuts by valuing leadership, teamwork and increased performance over an authoritarian model.
The document discusses several topics related to educational planning, management, and administration. It first addresses defining quality education and issues within current educational systems, such as deteriorating quality, lack of resources, language policies, and mismatches between education and needs. It then covers financial management in education, including funding sources for employee salaries, building maintenance, student programs, and classroom supplies. Finally, it discusses human resource management, including talent retention, engagement, and development strategies. Key models for engagement include considering employee well-being, access to information, fairness, and involvement.
While thinking about what you learned in Chapter 32 in your textbo.docxharold7fisher61282
While thinking about what you learned in Chapter 32 in your textbook, read the history of the FED and its response to the recent economic crisis.
While thinking about what you learned in Chapter 32 in your textbook, view the video The History of European Monetary Union (1:02:30) and its response to the recent economic crisis.
Write a new thread in which you respond to the following prompts using the information from the textbook and both videos above:
1. To what extent is the Federal Reserve independent of political pressures?
2. Is this independence appropriate? Should there be more or less of this independence?
3. Discuss at least 2 similarities between the European Monetary Union and the U.S. Federal Reserve.
4. Discuss at least 2 differences between the European Monetary Union and the U.S. Federal Reserve.
5. Do you think this European Monetary Union will weather the current economic crisis? Why or Why not?
CHANGING A UNIVERSITY: LARGE SCALE CHANGE
D.D. WARRICK
Colleges and universities are at a cross roads. Many will have to reinvent themselves to respond to the
changing delivery and technology of education and others will need to make significant changes to remain
relevant and viable and to attract and retain dedicated students, faculty, staff and sufficient resources.
Otherwise, they will face the very real prospects of declining enrollments and resources and struggling to
survive as a shrinking organization that is behind the times.
In short, those college and universities that are willing to make needed changes and invest in learning
how to lead and manage change and build a culture that welcomes and effectively and quickly adapts to
needed change will reap the rewards and the rest will reap the consequences of not changing or changing
too slowly. Imagine, for example, the advantage a college or university would have if they had a clear
vision and mission, clear strategic goals designed to help them succeed in today's changing times, united
leaders skilled in transforming organizations, and faculty, staff, students, and supporters working together
to create a great college or university. On the other hand, imagine what it would be like to work in an
organization where budgets, resources, and programs are being slashed and you may be the next to go!
The Challenge: Accomplishing Transformational Change In A Setting Rarely Designed For Change
The dilemma is that colleges and universities are not typically designed for change. They are staffed
by independent minded, free thinking faculty who operate somewhat like independent contractors rather
than team players committed to the organization’s goals and who often distrust their leaders. They also
tend to have unusually bureaucratic, regulated, and slow moving structures and governance procedures
that make it difficult to change without endless meetings attended by people with differing agendas. Add
to this the relativ.
Read Ch5. There are 3 Questions Put the Questions on top of each tenoelrx
Read Ch5
. There are 3 Questions: Put the Questions on top of each one. Have to make it good. 200+ words
0--No summary or summary is not on topic.
0.5--On topic with no reference or connection to the week's readings.
1--On topic and includes a reference to the week's readings.
1. How might an administrator help inform his/her staff on the importance of community relations?
2. What steps might be taken with all members of a staff to discuss and model effective messaging for students, parents, community, etc.?
3.You have been asked to give a workshop to new school board members on their role in school–community relations. What points would you cover in your presentation?
Chapter 5 Administering the Program
After completing this chapter you should be able to …
■ Distinguish the key organizational and administrative structures that characterize successful programs.
■ Identify the roles boards play in contributing to school–community relations success.
■ Identify the roles administrators play in contributing to school–community relations success.
■ Define the standards for education public relations practitioners.
■ Outline methods for delivering training and support to staff to foster the development of skills essential to their communication roles.
Setting up a school–community relations program means paying attention to organization and determining who is responsible for what. What is the role of the board of education? What do the superintendent and the administrative team need to do? How about the person appointed to be in charge of the operation? What kind of organizational plan will be developed? Which administrators and supervisors are responsible for which parts of the program? How much money will be allocated to the school–community relations effort? An important component must be clearly outlined: the role of teachers and support staff.
THE BOARD OF EDUCATION
Board members must constantly remember that the schools are owned by the people: taxpayers. The community expects the children sent to the schools to learn effectively, and the community members pay the bills to keep the schools running. In most districts, people elect representatives to govern the schools they own. They should, therefore, be kept informed on a regular basis about how money is being spent and how effective the education being provided is.
How people feel, what they believe, and how they act toward the school, its officers, proposals, and programs can be summed up in the term public opinion. Public opinion is that intangible but powerful force in American life that influences all that is done in public affairs. A school board must know something about the nature of public opinion in order to run a good school system. If it fails to do what the public wants, sharp criticism follows. If it moves too far ahead of public opinion, it invites opposition. If board members confuse their own interests with those of the pub ...
Research consistently finds that charter school closures—about 12 percent since 2002—are most often due to finance and governance challenges, not educational issues. As charter schools increase in numbers, problems associated with their governing boards are also likely to grow.
Educational administration encompasses various leadership roles in schools and districts. The main goal of educational administration is to utilize human and material resources to accomplish educational goals and improve programs through functions like planning, organizing, and evaluation. School administrators oversee budgets, hiring, curriculum, and discipline to keep schools running smoothly. Effective leadership can take different styles like authoritarian, participative, transactional, or transformational depending on the situation. The objectives of educational administration are to provide quality education to students, ensure resources are used adequately, and prepare students for their futures.
Students demonstrate the ability to advocate for all stakeholders and create vibrant educational environments.
Students possess knowledge and skills to transform organizations using organizational theory, management skills, leadership strategies, and data.
Students can apply theory and research to address compelling problems in urban education.
Students are capable of planning and conducting research studies with the purpose of improving educational practices.
Students exhibit foundational knowledge to incorporate ethical, legal, and professional behaviors to enhance equitable educational opportunities for all students.
Good Governance for Improving the Quality of Higher Education in Bangladesh Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- Definition of Governance in higher education
- Concept and Dimension of Governance
- Overview of the good governance in HE
- Program Management
- Organizational Setup
- Documentation
- Academic leadership and autonomy
- Peer Observation and Feedback Process
- Internal Quality Assurance Process
- Key Performance Indicators (KPIs)
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
Delivering and demonstrating strong governance: 2015 Governors’ Conference Me...Ofsted
Governors are most effective when they are fully involved in the school's self-evaluation and use this knowledge to challenge the school and contribute to its strategic direction. Weak governance fails to meet statutory requirements like safeguarding and does not rigorously monitor the quality of education. Schools are less likely to succeed with poor governance. Effective governors know how to challenge the headteacher and have the right skills. Declining schools often have governors that fail to challenge the headteacher, are over-reliant on them for information, and lack strategic thinking. Inspectors will evaluate governance based on evidence of vision, high expectations, self-evaluation, improvement efforts, and statutory duties.
This document provides an overview of faculty advising at Houston Community College. It includes sections on the mission, purpose, advising objectives, core values, student growth and development, the faculty advisor's role and functions, best practices, FERPA regulations, financial aid questions, and contact lists. The advising program aims to establish close advisor-student relationships to assist students with their educational and personal goals through developmental advising. Faculty advisors are expected to guide students on curriculum planning, career exploration, academic policies and support resources.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
EDEM 510 (Administration and Supervision of Educational Programs)Mary Grace Pagas
The document discusses approaches to supervision that a principal or teacher can take to improve effectiveness in the classroom. It identifies three supervision styles: nondirective, collaborative, and directive.
For nondirective supervision, the supervisor acts as a sounding board and withholds input, verifying and eliciting the teacher's own solutions without judgment. Collaborative supervision involves problem-solving, sharing, and consensus-building between the teacher and supervisor. Directive supervision has the supervisor inform, direct, and assess the teacher's performance, providing direction and feedback.
The document emphasizes the importance of effective communication and lists three necessary skills: listening, which involves understanding beyond just the words; questioning to clarify understanding; and providing feedback to foster growth.
This document discusses school improvement and the importance of talent development and creativity. It argues that the focus on school effectiveness should be expanded to creating "significant schools" that emphasize developing students' talents and strengths. Ten attributes of significant schools are outlined, including shared leadership, goal-setting, a constructive learning environment, assessing student progress through authentic measures, and recognizing diverse stakeholders. The role of creativity and creative problem solving in supporting school improvement and talent development is also discussed.
Conventionalities and answer ability in the teaching employmentIJERA Editor
1) The document discusses the ethical dimensions and responsibilities of the teaching profession. It notes that teachers owe moral responsibilities to their students, colleagues, academic institutions, and society at large.
2) Teachers are entrusted with educating youth and imparting specialized knowledge, which demands high ethical commitment. However, modern socio-economic cultures have reduced emphasis on ethics.
3) The document proposes several measures to improve ethics and accountability in teaching, including establishing centers for ethics discussions, implementing student and peer evaluations, adopting codes of conduct, and requiring accountability reports from academic administrators.
1. Meaning and scope of educational administration
2. Principle of educational administration
3. Objectives of educational administration
4. elements of educational administration
The document provides recommendations to improve the education system of the IHE schools located in refugee camps in Thailand (IHE). It summarizes the background and findings of a review conducted of the IHE system. Key recommendations include: 1) Modifying student assessment procedures to include a wider variety of assessments over longer time periods; 2) Implementing teacher handover procedures to mitigate high teacher turnover; 3) Facilitating curriculum modifications to account for changing political situations in Burma; 4) Implementing career paths and training for teachers to increase retention. The recommendations aim to transition IHE from a crisis-focused system to one focused on development and to facilitate potential future transitions from camp-based to Burma-based systems.
0001-1-educational-leadership-.pdf to all students and teachersseamchanthoul
This document provides an overview of an undergraduate educational leadership course at the University of Cambodia. It includes the course instructor's contact information and an outline of topics to be covered such as leadership styles in education, developing effective school leaders, the teacher's role as a leader, and 21st century leadership in education. The goal of the course is to provide participants with insight into educational leadership and explore the role of teachers as leaders in school change management and 21st century teaching and learning.
This document summarizes the efforts of Drs. Sandra Moore and Robert McCracken to implement leadership standards at Radford University's College of Education using collaborative decision-making. They formed a steering committee and had faculty learn about each other and work on short and long-term planning. This resulted in improved collaboration, attitudes, culture and pride. It also helped deal with budget cuts by valuing leadership, teamwork and increased performance over an authoritarian model.
The document discusses several topics related to educational planning, management, and administration. It first addresses defining quality education and issues within current educational systems, such as deteriorating quality, lack of resources, language policies, and mismatches between education and needs. It then covers financial management in education, including funding sources for employee salaries, building maintenance, student programs, and classroom supplies. Finally, it discusses human resource management, including talent retention, engagement, and development strategies. Key models for engagement include considering employee well-being, access to information, fairness, and involvement.
While thinking about what you learned in Chapter 32 in your textbo.docxharold7fisher61282
While thinking about what you learned in Chapter 32 in your textbook, read the history of the FED and its response to the recent economic crisis.
While thinking about what you learned in Chapter 32 in your textbook, view the video The History of European Monetary Union (1:02:30) and its response to the recent economic crisis.
Write a new thread in which you respond to the following prompts using the information from the textbook and both videos above:
1. To what extent is the Federal Reserve independent of political pressures?
2. Is this independence appropriate? Should there be more or less of this independence?
3. Discuss at least 2 similarities between the European Monetary Union and the U.S. Federal Reserve.
4. Discuss at least 2 differences between the European Monetary Union and the U.S. Federal Reserve.
5. Do you think this European Monetary Union will weather the current economic crisis? Why or Why not?
CHANGING A UNIVERSITY: LARGE SCALE CHANGE
D.D. WARRICK
Colleges and universities are at a cross roads. Many will have to reinvent themselves to respond to the
changing delivery and technology of education and others will need to make significant changes to remain
relevant and viable and to attract and retain dedicated students, faculty, staff and sufficient resources.
Otherwise, they will face the very real prospects of declining enrollments and resources and struggling to
survive as a shrinking organization that is behind the times.
In short, those college and universities that are willing to make needed changes and invest in learning
how to lead and manage change and build a culture that welcomes and effectively and quickly adapts to
needed change will reap the rewards and the rest will reap the consequences of not changing or changing
too slowly. Imagine, for example, the advantage a college or university would have if they had a clear
vision and mission, clear strategic goals designed to help them succeed in today's changing times, united
leaders skilled in transforming organizations, and faculty, staff, students, and supporters working together
to create a great college or university. On the other hand, imagine what it would be like to work in an
organization where budgets, resources, and programs are being slashed and you may be the next to go!
The Challenge: Accomplishing Transformational Change In A Setting Rarely Designed For Change
The dilemma is that colleges and universities are not typically designed for change. They are staffed
by independent minded, free thinking faculty who operate somewhat like independent contractors rather
than team players committed to the organization’s goals and who often distrust their leaders. They also
tend to have unusually bureaucratic, regulated, and slow moving structures and governance procedures
that make it difficult to change without endless meetings attended by people with differing agendas. Add
to this the relativ.
Similar to William Allan Kritsonis, PhD, The Texas Council of Faculty Senates (20)
Monitor indicators of genetic diversity from space using Earth Observation dataSpatial Genetics
Genetic diversity within and among populations is essential for species persistence. While targets and indicators for genetic diversity are captured in the Kunming-Montreal Global Biodiversity Framework, assessing genetic diversity across many species at national and regional scales remains challenging. Parties to the Convention on Biological Diversity (CBD) need accessible tools for reliable and efficient monitoring at relevant scales. Here, we describe how Earth Observation satellites (EO) make essential contributions to enable, accelerate, and improve genetic diversity monitoring and preservation. Specifically, we introduce a workflow integrating EO into existing genetic diversity monitoring strategies and present a set of examples where EO data is or can be integrated to improve assessment, monitoring, and conservation. We describe how available EO data can be integrated in innovative ways to support calculation of the genetic diversity indicators of the GBF monitoring framework and to inform management and monitoring decisions, especially in areas with limited research infrastructure or access. We also describe novel, integrative approaches to improve the indicators that can be implemented with the coming generation of EO data, and new capabilities that will provide unprecedented detail to characterize the changes to Earth’s surface and their implications for biodiversity, on a global scale.
Exploring low emissions development opportunities in food systemsCIFOR-ICRAF
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GFW Office Hours: How to Use Planet Imagery on Global Forest Watch_June 11, 2024Global Forest Watch
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William Allan Kritsonis, PhD, The Texas Council of Faculty Senates
1. 1
The Texas Council of Faculty Senates
Meeting held with American Association of University Professors
(AAUP)
Embassy Suites, Austin, Texas
October 24 – 25, 2014
Keynote Speaker
William Allan Kritsonis, PhD
Professor
The University of Texas of the Permian Basin
THE IMPORTANCE OF SHARED GOVERNANCE
The focus of my remarks will be on ways faculty and
administrators can work together to implement and carry-out
shared governance. With 39 colleges and university representatives
here today, I hope my remarks will serve to help improve higher
education. I gathered input from selected faculty members,
department heads, chairs, deans, and provosts from the across the
United States, especially Texas. My talk will reflect their input
along with giving my comments throughout. I will provide
suggestions for implementing shared governance for faculty,
administrators, and faculty senate members. My discussion will be
guided by two questions.
Question One: How can administrators demonstrate to faculty
they have value, worth, and importance in higher education?
a. Administrators should be human. They should give personal
thanks, personal recognition, and personal compliments!
They should let people know when they have done well. This
should not occur in an email, especially not a general email
to the faculty thanking one and all. Administrators should
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provide accolades through one-on-one conversations. Group
thanks don’t work either. I know this takes time, but if an
administrator cannot take the time to make that personable
contact, then the message is sent that they don’t value their
faculty. In addition, administrators could write personal notes
of appreciation and encouragement. They could give
recognition in print documents and social media and in public
meetings or nice receptions, pointing out specific faculty’s
accomplishments after having thanked the respective faculty
member in person. Other ideas include having an annual
event that highlights faculty members’ accomplishments,
giving faculty awards, and writing positive letters for tenure
and promotion portfolios.
b. Administrators should use these activities in promotion and
tenure decisions, merit pay, and workload decisions.
c. Administrators should utilize data when making decisions.
They should focus on facts, and understand policy.
Administrators should not focus on power struggles, but
operate with a premise of valuing faculty and their input.
They should do what is best for the institution overall and put
their egos aside.
d. Communication is essential in any relationship. It is good for
administrators to listen to faculty in open forums and not just
placate or present their own agenda-- really listening is the
key. Faculty should be involved in budgeting, curriculum,
operations, safety, and so on. Administrators should provide
a platform for faculty to have a voice in all of those things;
not only the faculty senate. Faculty should also have a voice
on the various governing committees around the university.
e. Administrators should listen to everyone and find ways of
incorporating what they say into discussions. They should
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make certain to set up conversation spaces that are "safe" and
respectful of the individual voice.
f. Administrators need to inform faculty of new mandated
initiatives once they have been approved. This involves
consulting with faculty about competing responsibilities with
consideration for how to structure the new initiatives to fit
with the faculty members’ established responsibilities.
Administrators need to schedule informational meetings with
faculty and invite other appropriate university administrators
to college activities.
g. Administrators should support and reward that which is
valued. This is far beyond the tenure/promotion process. This
involves professional development, faculty mentoring, and
rewarding excellence in teaching, research, and service. Too
often, the status quo is the safest route to follow. The pursuit
of excellence draws fire while anonymity provides safety.
Administrators also need to allow failure to occur. Those
who chart new waters are those who face failure the most
often. If administrators focus on failure, innovation is stifled.
h. Administrators could provide stipends for big things, if
money is available, rather than just designating faculty
productivity as simply “service.”
i. Administrators should actively seek out small pockets of
money to fund research and teaching initiatives.
j. Administrators could provide funds to make presentations.
k. Administrators could fund graduate assistants.
l. Administrators could award sabbaticals to write and conduct
research to highly productive professors.
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m.Administrators could award course release time to complete
special projects like grants, being a Director of a Masters or
Doctoral program, or chairing a large number of theses or
dissertations.
n. Administrators should respect faculty’s time and not hold
excessive meetings.
o. Administrators should trust the expertise and talents of
faculty members. They are in the position for a reason.
p. Administrators could structure mentoring and collaboration
on writing articles for publication.
Question Two: What are some ways faculty members and
administrators can work together to develop and carry out
shared governance at every level (dept., college, university)?
Faculty can work with administrators to develop and carry-out
shared governance by focusing on the following:
a. Faculty should let administrators know when they are doing a
good job. Just as we want our administrators to value our
worth; we should value their worth.
b. Faculty should volunteer for activities that support the
institution, not just their own agenda.
c. Faculty must have an understanding of how the governance
structures work at the university and state levels. Then, when
there is concern, Faculty Senates can provide several
alternative solutions (not just complaints). Lines of open
communication between faculty and administrators are
critical to maintain.
d. Faculty need to understand the complexity of the positions
held by administrators, department chairs, and supervisors.
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Though many administrators are faster than a speeding bullet,
faster than a speeding locomotive, and able to leap a tall
building in a single bound, others do not have these amazing
powers. In short, administrators are people too! Faculty need
to temper their expectations in light of the reality of today's
environment.
e. Faculty members say too many decisions are formulated
using the top-down method of leadership. They say there
needs to be more faculty involvement in Taskforce meetings,
board meetings, institutional university committees, and so
forth. They tell me that in the last year, some institutions
decided not to send faculty to the Board of Regents meetings
in Austin due to cost factors and other issues. Decisions like
these are detrimental to collaborative leadership. Faculty
members were disappointed to find out that they were no
longer encouraged to attend due to cost constraints. How can
we eliminate faculty from the most important decisions
taking place in higher education in Texas? They say these
meetings were some of the most interactive sessions that
allowed faculty members to collaborate with university
administrators, chairs, deans, provosts, and board regents.
f. Faculty members need to recognize that administrators often
have more on their plate than an individual faculty realizes.
Trust their intentions until there's evidence of ill intentions.
Administrators can work with faculty to develop and carry-out
shared governance by focusing on the following:
a. Administrators should not focus on power struggles, but
operate with a premise of valuing faculty and their input. Do
what is best for the institution overall. Put egos aside and be
informed. If leaders oversee different colleges and
departments, they have to have sound information about the
standards and measures those units need to adhere to. If
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leaders are uninformed, impulsive, and emotional in
communicating with, addressing and interacting with faculty,
they will facilitate an atmosphere of distrust, confusion, low
morale, and dissension.
b. Administrators need to be transparent (have conversations)
with faculty about the governance of the university. It is
better for administrators to share openly with the faculty as
opposed for them to read it (whatever "it" is) in the
newspaper or see it on the news.
First, administrators should look at senate policies and
college policies to determine what is working, what needs to
altered or changed. Then begin the discussions--maybe a
college meeting where all are included and then a
college/department committee group.
Second, administrators need to remember the conversations
must be on going and must be ones where everyone feels
they have a voice.
Third, administrators should talk about faculty governance
issues at the time of hiring deans, chairs, faculty, and so on.
Create a community of shared governance.
c. Administrators should clarify their duties in an effort to
provide faculty with an enhanced commitment and
understanding of the university’s mission. The higher
education structure may not often be known by faculty
coming up the ranks. Faculty work with the students and their
scholarship, but it may take years before they understand the
institutional structure. Reports and accountability are
developed through bottom up reports. Any restructure and its'
implications are also sometimes decided without the
participation of faculty or the senate.
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d. Administrators need to demonstrate they value feedback from
faculty. Faculty should be able to witness change based upon
their recommendations.
e. Administrators should be genuine when faculty input is
sought. There is nothing worse than convening faculty for
show only.
Faculty and Administrators can work together to develop and
carry-out shared governance by focusing on the following:
a. Both Faculty and Administrators should maintain open
channels of communication. Allow for questions and
answers. There should be transparency with reasonable
expectations which may be developed and articulated as a
process between faculty and administration.
b. Faculty and Administrators should follow through on
commitments made.
c. Faculty and Administrators should adhere to job
expectations.
d. Both Faculty and Administrators should take ownership of
their mistakes with a commitment to correct errors when
discovered.
e. Above all, both Faculty and Administrators should possess
integrity at all times.
The Faculty Senate can work together to develop and carry-
out shared governance by focusing on the following:
a. Faculty Senate should seek out open forum opportunities for
administrators to answer faculty questions. Faculty should
provide questions in advance or at least give a heads up
regarding themes to be addressed. The purpose is not to
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surprise or corner the administrator which would have the
opposite effect.
b. Faculty Senate members could have regular breakfast or
coffee with the provost or president to have informal
opportunities to interact and exchange information about
what is going on at the University.
c. Faculty Senate could find ways to acknowledge various
administrators throughout the University who have made
good decisions or initiated good projects that improve service
to students or faculty. This is not limited to senior level
academic faculty--could include admissions, financial aid,
and so forth.
d. Faculty Senate should conduct periodic administrator
performance evaluations with the results shared with both the
faculty and administrators. Evaluations should be pertinent to
each administrator’s role. Evaluations affect change. The
goal should be to see what objectives were met and what
worked well. The evaluation should also focus on what
objectives were not met and why. Finally, changes should be
suggested that lead to improved understanding and
productive change.
Closing Remarks
In closing, the best way that faculty and administrators can work
together to develop and carry out shared governance is to invite the
provost to talk for 10 minutes or less at each Faculty Senate
meeting and describe potential initiatives; all initiatives, not just
curricular. This way the sharing begins with the distribution and
dissemination of information from the administration. It’s a two
way street. The Faculty Senate shares information as well.
Administrators should "listen" to the faculty, but not be
patronizing. They can emphasize that it takes multiple voices to
10. 10
monitored and evaluated for effectiveness. The expectations are
systematically reinforced or revised.
At the university level, for faculty, reinforcement means words of
praise, stipends, merit pay, promotion, tenure, course reduction, or
any of the other suggestions previously given. Sometimes,
expectations have to be revised. This could be in the form of
revising your annual goals in the areas of teaching, research, and
service. The Badgett-Kritsonis Supervision Leadership Model can
be used by both faculty and administrators to ensure
accountability, ongoing communication, and effectiveness. The
model helps all of us to cultivate trust that leads to a high degree of
professionalism and a feeling of worth, belonging, and security in
job performance because expectations have been clearly
communicated and mutually agreed upon. The overall goal of the
model is to ensure that expectations are achieved that are vital to
the university, college, or department’s mission and vision. It is a
win-win for both faculty and administrators, but most importantly,
it leads to student success.
Badgett-Kritsonis Supervision Leadership Model (BK-SLM)
Step One: Expectations must be reasonable. Step Two:
Expectations clearly communicated. Step Three: Expectations
consistently enforced. Once these foundational steps are
established, the supervisor advances to the fourth, fifth, and sixth
steps. Step Four: Results monitored. Step Five: Results evaluated
for effectiveness. Step Six: Expectations reinforced or revised in a
systematic, measured, and safe manner. This model is grounded on
effective decision making.