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

Recent research consistently reports that persistent poverty has more detrimental effects on IQ, school achievement, and socioemotional functioning than transitory poverty, with children experiencing both types of poverty generally doing less well than never-poor children. Higher rates of perinatal complications, reduced access to resources that buffer the negative effects of perinatal complications, increased exposure to lead, and less home-based cognitive stimulation partly account for diminished cognitive functioning in poor children. These factors, along with lower teacher expectancies and poorer academic-readiness skills, also appear to contribute to lower levels of school achievement among poor children. The link between socioeconomic disadvantage and children's socioemotional functioning appears to be mediated partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors. The implications of research findings for practice and policy are considered.

Socioeconomic disadvantage and child development

NUDGE: IMPROVING DECISIONS ABOUT HEALTH, WEALTH, AND HAPPINESS by Richard H. Thaler and Cass R. Sunstein Penguin Books, 2009, 312 pp, ISBN 978-0-14-311526-7This book is best described formally as a general explanation of and advocacy for libertarian paternalism, a term coined by the authors in earlier publications. Informally, it is about how leaders, systems, organizations, and governments can nudge people to do the things the nudgers want and need done for the betterment of the nudgees, or of society. It is paternalism in the sense that "it is legitimate for choice architects to try to influence people's behavior in order to make their lives longer, healthier, and better", (p. 5) It is libertarian in that "people should be free to do what they like - and to opt out of undesirable arrangements if they want to do so", (p. 5) The built-in possibility of opting out or making a different choice preserves freedom of choice even though people's behavior has been influenced by the nature of the presentation of the information or by the structure of the decisionmaking system. I had never heard of libertarian paternalism before reading this book, and I now find it fascinating.Written for a general audience, this book contains mostly social and behavioral science theory and models, but there is considerable discussion of structure and process that has roots in mathematical and quantitative modeling. One of the main applications of this social system is economic choice in investing, selecting and purchasing products and services, systems of taxes, banking (mortgages, borrowing, savings), and retirement systems. Other quantitative social choice systems discussed include environmental effects, health care plans, gambling, and organ donations. Softer issues that are also subject to a nudge-based approach are marriage, education, eating, drinking, smoking, influence, spread of information, and politics. There is something in this book for everyone.The basis for this libertarian paternalism concept is in the social theory called "science of choice", the study of the design and implementation of influence systems on various kinds of people. The terms Econs and Humans, are used to refer to people with either considerable or little rational decision-making talent, respectively. The various libertarian paternalism concepts and systems presented are tested and compared in light of these two types of people. Two foundational issues that this book has in common with another book, Network of Echoes: Imitation, Innovation and Invisible Leaders, that was also reviewed for this issue of the Journal are that 1 ) there are two modes of thinking (or components of the brain) - an automatic (intuitive) process and a reflective (rational) process and 2) the need for conformity and the desire for imitation are powerful forces in human behavior. …

Nudge: Improving Decisions about Health, Wealth, and Happiness

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

Men and Women of the Corporation

iv Introduction 1 Background 2 Motivation 3 Data 5 Administrative Data 5 Survey Data 7 Methods 9 Distribution of Principals 9 What Drives the Unequal Distribution of Principals Across Schools? 11 Do Principals' Preferences Contribute to Sorting? Survey Responses 13 Results 14 Distribution of Principals 14 What Drives the Unequal Distribution of Principals Across Schools? 15 Principal Vacancies 21 Transfer Patterns 23 Do Principals' Preferences Contribute to Sorting? Survey Responses 23 Separating Preferences for Student Demographics from Working Conditions 26

Principal Preferences and the Unequal Distribution of Principals across Schools. Working Paper 36

Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority. If school hiring authorities are able to make good decisions about whom to hire, these reforms have the potential to benefit schools and students. Prior research on teacher transfers uses career history data, identifying the school in which a teacher teaches in each year. When this data is used to see which teachers transfer, it is unclear the extent to which the patterns are driven by teacher preferences or school preferences, since the matching of teachers to schools is a two-sided choice. This study uses applications-to-transfer data to examine separately which teachers apply for transfer and which get hired and, in so doing, differentiates teacher from school preferences. Holding all else equal, we find that teachers with better pre-service qualifications (certification exam scores; college competitiveness) are more likely to apply for transfer, while teachers whose students demonstrate higher achievement growth are less likely. On the other hand, schools prefer to hire "higher quality" teachers across measures that signal quality. The results suggest not only that more effective teachers prefer to stay in their school, but that when given the opportunity schools are able to identify and hire the best candidates.

The Role of Teacher Quality in Retention and Hiring: Using Applications-to-Transfer to Uncover Preferences of Teachers and Schools

By the time children enter kindergarten socioeconomic and racial school-readiness 
gaps are deeply entrenched. Data from the 2010 Early Childhood Longitudinal Study 
(ECLS-K), a large, nationally representative survey, show that at kindergarten entry, the 
average reading and math scores of children from high socioeconomic backgrounds are 
a full standard deviation higher than those of low-income children (Reardon, 2014). 
Signifi cant diff erences in cognitive assessment scores are also evident between racial 
groups, with white students scoring about half of a standard deviation higher than black 
children on a math assessment and about a third of a standard deviation higher on a test 
of reading (Reardon, 2014). Study aft er study highlights early childhood gaps across both 
cognitive and noncognitive measures (Duncan & Magnuson, 2011; Isaacs, 2012) which 
surface as early as nine months and widen throughout early childhood (Fernald, Marchman, & Weisleder, 2013; Halle et al., 2009; Shonkoff & Phillips, 2000).

Early childhood and the achievement gap

Historically, the early childhood care and education (ECCE) workforce has been characterized as a low-education, low-compensation, low-stability workforce. In recent years, considerable in...

Susanna Loeb

Papers

Principal Preferences and the Unequal Distribution of Principals across Schools. Working Paper 36

The Role of Teacher Quality in Retention and Hiring: Using Applications-to-Transfer to Uncover Preferences of Teachers and Schools

Early childhood and the achievement gap

The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns

Teacher Preparation and Student Achievement. NBER Working Paper No. 14314.