A seven day unit for 2nd grade teachers. Gives instructions and resources to help teachers teach what is means to be a leader and teaches about some famous historical leaders.

Jeffery Pfeffer (1977) argues that three problems with emphasis on leadership as a concept can be posed: (1) ambiguity in definition and measurement of the concept itself; (2) the question of whether leadership has discernable effects on organizational outcomes; and (3) the selection process in succession to leadership positions, which frequently uses organizationally irrelevant criteria and which has implications for normative theories of leadership. The argument here is that leadership is of interest primarily as an phenomenological construct. Leaders serve as symbols for representing personal causation of social events. How and why are such attributions of personal effects made? Instead of focusing on leadership and its effects, how do people make inferences about and react to phenomina labeled as leadership?

In this installment of the Bloomberg Leadership Series, Dr. Fineberg shares the personal experiences and professional insights that have informed his leadership style and his approach to formulating sound and persuasive policy recommendations.

Students will role play being team managers and employees in order to learn to analyze whether employees are dissatisfied, disaffected, or satisfied in an effort to create total or near total job satisfaction.

Educational administrator preparation programs have been under attack for inadequate program quality. Despite these charges, there are embedded critical skills numbering thirteen, or a baker's dozen. These skills throughout each the principal preparation programs establish a foundation for the effective preparing of effective administrators. In addition, the bakers dozen drive programmatic decisions providing future educational leaders with opportunities to connect their knowledge base through carefully designed experiences woven into the academic program.

After reading the report by the Mid-continent Research for Education and Learning (McREL) Balanced Leadership Framework (Waters, Marzano, & McNulty, 2003), we were struck by the fact that even small improvements in the leadership behaviors in principals can be directly correlated with improved student achievement. Because leadership preparation programs are expected to provide meaningful course and field experiences so that future leaders effectively promote the success of every child, we felt it important to test whether or not the clinical supervision experiences that leadership candidates were engaging in would be effective. To do so, we used specific leadership responsibilities identified in the Balanced Leadership Framework (BLF) and asked the candidates to tell us what they thought they had gained or not gained from the experiences. The BLF was chosen because each of the 21 leadership responsibilities is correlated with student achievement.

An intensive one-week introduction to leadership, teams, and learning communities. Introduction of concepts and use of a variety of experiential exercises to develop individual and team skills and develop supportive relationships within the Fellows class.

In Connexions, a course is both a course (what is offered in a school curriculum) and a collection of modules. This course as a collection of modules has been designed to pull together the modules published in Connexions by this author for the purpose of showing different aspects of the Ethics Bowl competition and how it can be used in a university course on practical and professional ethics. The Ethics Bowl concept comes from Robert Ladenson of the Illinois Institute of Technology. Through the Association of Practical and Professional Ethics, the Ethics Bowl competition has been carried out nationally for thirteen years now. (More on the history of this competition can be found in Ladenson's article which is referenced in this course's first module.) Thanks to Robert Ladenson and Michael Davis for suggesting using the ethics bowl in engineering ethics classes at UPRM during a visit by the author to IIT in 2001. Special thanks to Vivian Weil who has served as a mentor for those at UPRM committed to implementing ethics instruction and institutionalizing ethics across the curruciculum. This course and its modules have been developed as a part of the EAC Toolkit funded by a grant from the National Science Foundation, NSF SES 0551779.

This study investigated one school district's transition from a junior high model to a middle school philosophy. Numerous documents were examined and individual interviews and focus group discussions were analyzed to reconstruct the process and strategies used to facilitate the institutionalization of this complex change effort. Participant voices helped weave a rich fabric of events and provided further insights into organizational change. An understanding of change theories, the process of change, and what facilitates and hinders reform are essential components in the knowledge base of educational administration. By providing practical experiences of change, the abstract process of implementing reform can become more concrete for educators who want to significantly alter the outcome of schooling.

In Summer 2007, a Virginia Tech Doctoral cohort completed EDAE 6924, School Community Partnerships. Here is a personal reflection authored by Roy Walton.

In Summer 2007, a Virginia Tech Doctoral cohort completed EDAE 6924, School Community Partnerships. Here is a personal reflection authored by Sandra Hedrick.

Public education is one portion of a complex system of society that extends far beyond the walls of the schoolhouse. The administration of educational institutions is impacted and influenced by businesses, communities, governmental agencies, laws, special

Effective communication skills are a prerequisite for succeeding in business. Communication tools and activities connect people within and beyond the organization in order to establish the business' place in the corporate community and the social community, and as a result, that communication needs to be consistent, effective, and customized for the business to prosper. McLean's textbook provides theories and practical information that represent the heart of this course, while additional resources are included to expand or pose alternatives to McLean's approaches. Upon successful completion of this course, the student will be able to: Understand why effective communication is important in a corporate environment; Apply theories and observations of verbal communication to real-world communication challenges; Use information about perceptions to analyze themselves and also the audiences to which businesses distribute messages; Critique common formats of written business communication by recognizing standard and nonstandard elements in examples of each format; Create business presentations that use verbal and nonverbal communication techniques effectively; Recognize the importance of intrapersonal and interpersonal communication in business environments; Recognize the impact of cultural differences on effective communication and understand the steps to becoming acculturated for international assignments; Prepare a crisis communication plan and know how to give and receive negative news; Use an understanding of groups, teams, and leadership to solve problems and run productive meetings. (Business Administration 210)

This document is the course outline for the Advanced Certificate: Education (School Management And Leadership) programme. The ACE programme is aimed at empowering school leaders to lead and manage schools effectively in a time of great change, challenge and opportunity. It is targeted at serving School Management Team members who aspire to principalship. The programme seeks to provide structured learning opportunities that promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management within the vision of democratic transformation. It seeks to empower/enable these educators to develop the skills, knowledge, and values needed to lead and manage schools effectively and to contribute to improving the delivery of education across the school system.

This document is the course outline for the Advanced Certificate: Education (School Management And Leadership) programme. The ACE programme is aimed at empowering school leaders to lead and manage schools effectively in a time of great change, challenge and opportunity. It is targeted at serving School Management Team members who aspire to principalship. The programme seeks to provide structured learning opportunities that promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management within the vision of democratic transformation. It seeks to empower/enable these educators to develop the skills, knowledge, and values needed to lead and manage schools effectively and to contribute to improving the delivery of education across the school system.

Nationally recognized experts in the field of educational leadership and administration contribute to this book, with chapters focused on the past, present, and future of the preparation of our nation's school leaders. Every field of professional practice must periodically reflect on its past, assess current conditions, and chart a course for the future. This book is designed to stimulate thinking and action for the field of educational leadership. The authors portray historical achievements and short comings, describe what is transpiring now, and explore implications of current developments.

The main purpose of this module is to assist you to compile a reflective portfolio with evidence of your competence in school leadership and management. The secondary purpose is to enable you to understand the use of portfolios as an assessment instrument, so that you will be able to promote their use for assessing learners in your school.

The main purpose of this module is to assist you to compile a reflective portfolio with evidence of your competence in school leadership and management. The secondary purpose is to enable you to understand the use of portfolios as an assessment instrument, so that you will be able to promote their use for assessing learners in your school.

The first two weeks of this course are an overview of performing improvisation with introductory and advanced exercises in the techniques of improvisation. The final four weeks focus on applying these concepts in business situations to practice and mastering these improvisation tools in leadership learning.