Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

The Seasons of a Man’s Life

Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.

The Logic and Limits of Trust

This study guide is a companion to the classic book by Richard DuFour and Robert Eaker: Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. It can be used by individuals, small groups, or an entire faculty to identify key points, raise questions for consideration, and suggest steps that might be taken to promote the Professional Learning Community (PLC) concept in a school or district. This guide is arranged by chapter, enabling readers to either work their way through the entire book or to focus on the specific topics addressed in a particular chapter.

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Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement

Trust in Schools: A Core Resource for Improvement:

School climate, safety and well-being of students are important antecedents of academic achievement. However, school members do not necessarily experience school climate in the same way; rather, their subjective perceptions of the environment and personal characteristics influence individual outcomes and behaviours. Therefore, a closer look at the relationship between school climate, safety, well-being of students and student learning is needed. This review of the literature explores the relationship among school climate, school safety, student academic achievement and student well-being. Using a systematic review approach, we conducted an overview of empirically based research findings and technical reports that address the following aspects: (a) school climate as a social construct and its connection with school safety; (b) the conditions that contribute to an environment in which students feel safe; (c) the characteristics of particular groups of students who feel unsafe; and (d) the impact of a negative school environment (e.g. a school environment where bullying, victimisation and violence are prevalent) on student achievement, ultimately, secondary school completion and student well-being. We summarise the state of school climate research, discuss the implications for school policies and practices in the areas of school climate, safety and student success, and provide recommendations for future research.

Relationships among School Climate, School Safety, and Student Achievement and Well-Being: A Review of the Literature.

Purpose – The purpose of this paper is to examine the trust‐related aspect of the work of school principals. The authors' exploratory examination of the Canadian school principals' perceptions of their moral agency and trust‐brokering roles described their establishing, maintaining, and recovering of trust in schools. This article is delimited to the selected perceptions of Canadian principals' regarding the fragile nature of trust in their school settings.Design/methodology/approach – This study used the open‐ended responses from surveys sent to school principals (n=177), who responded to the authors' invitation to complete a survey, as part of a larger study, in the ten provinces and three territories of Canada. The data analyses included theme and cross‐theme analyses.Findings – This study has pointed to the perception that trust‐related matters are an important, yet a fragile, aspect of the work of principals. Principals often have to deal with trust‐related matters, which have caused trustworthiness ...

The fragility of trust in the world of school principals

This descriptive study of the ethical decision-making among a group of Canadian principals provides a rich portrait of how and why principals engage their moral agency through their decision-making processes. Using a leadership responsibility framework linking moral agency and transformational leadership, the researchers found that: modeling moral agency is important for encouraging others to engage their own moral agency in the best interests of all children; despite efforts to engage in collaborative decision-making, principals are often faced with the reality that they are the one to absorb the cost of the decisions; and principals tend to engage less often in transformational aspects of leadership as part of the decision-making process. More research is needed to understand how school leaders can engage more often and more substantially in transformational leadership among their teachers and staff and how they build moral agency capacity in their schools.

https://files.eric.ed.gov/fulltext/EJ1138586.pdf

Principals’ Moral Agency and Ethical Decision-Making: Toward a Transformational Ethics

The social relevance of trust and the principals‟ obligation to foster trust in schools have been strongly advocated. This paper describes an in-depth, qualitative study that engaged a group of twenty-five Canadian school principals over a period of seven months, exploring the issues of trust as it affects principals‟ roles and responsibilities. Four central concerns were identified by the participants: i) defining trust, ii) establishing trust, iii) maintaining trust, and iv) trust breaking. The principals‟ multiple relationships produce a complex web of issues related to trust; including intensity of relationships and the contingent role of school principals in trust brokering within learning communities. This research has further established a basis for on-going examination of the nature, extent, and effect of trust relationships in the lives of school administrators.

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Trust in the contemporary principalship

Over the past two decades, the phenomenon of teachers abandoning the profession has been noted internationally, and has increasingly caught the attention of policy makers and educational leaders. Despite this awareness, no pan-Canadian statistics or comprehensive reviews are available. This paper reports on the exploratory, pan-Canadian document analysis study that examined a) the organization and mandates of teacher induction programs in each jurisdiction; b) the role of mentorship as an aspect of teacher induction programs; and c) the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship processes in each jurisdiction.

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Benjamin Kutsyuruba

Papers

Relationships among School Climate, School Safety, and Student Achievement and Well-Being: A Review of the Literature.

The fragility of trust in the world of school principals

Principals’ Moral Agency and Ethical Decision-Making: Toward a Transformational Ethics

Trust in the contemporary principalship

Curbing Early-Career Teacher Attrition: A Pan-Canadian Document Analysis of Teacher Induction and Mentorship Programs.