scholarly journals Building and Sustaining School Leadership Capacity

2021 ◽  
pp. 55-61
Author(s):  
Rose M. Ylimaki ◽  
Lynnette A. Brunderman
Keyword(s):  
School Leadership ◽  
High Capacity ◽  
Organizational Capacity ◽  
Team Leadership ◽  
Leadership Capacity ◽  
Lessons Learned ◽  
School Development ◽  
Case Examples ◽  
Child Centered ◽  
Practice Approach

AbstractThis chapter presents our approach to building and sustaining leadership capacity with attention to three areas: (1) personal capacity and commitment to growth; (2) interactions and interpersonal capacity grounded in a culture of trust, collective responsibility and appreciation of diversity, and (3) organizational capacity in high functioning teams that take responsibility for a child-centered vision and help diffuse that vision throughout the school. Leadership in high capacity schools incorporates both formal and informal leadership capacities (Mitchell and Sackney, 2009). Team leadership is essential for building and sustaining leadership capacity in a shared direction for continous school development and diffusion of educational improvements throughout the school. As formal leaders leave to take on new positions in the district or elsewhere, the shared direction and culture of continous improvement helps to sustain progress. In this chapter, we discuss our experiences with building and sustaining leadership capacity in teams that work to develop and diffuse a shared direction for continuous school development. We begin with a discussion of the research-based content from ISSPP and other studies that informed our project. The balance of the chapter presents application in our research-practice approach in the Arizona project (AZILDR) as well as lessons learned with case examples.

scholarly journals Global BEEHIVE: developing good practice for multilateral, scalable, and sustainable virtual exchange

2020 ◽  
Vol 3 (SI-IVEC2019) ◽  
pp. 13-26
Author(s):  
Allen Guidry ◽  
Jami Leibowitz ◽  
Tope Adeyemi-Bello
Keyword(s):  
General Education ◽  
Course Design ◽  
Good Practice ◽  
High Capacity ◽  
Team Leadership ◽  
Lessons Learned ◽  
Project Design ◽  
Culturally Competent ◽  
Communication Policies ◽  
The University

In preparing students for life beyond the university, higher education must develop graduates who are culturally competent and understanding of the world beyond their own region. An appropriate context to address this area of need is Virtual Exchange (VE). Following the Global Partners in Education (GPE) model, this practice report presents the process used by a collaborative international project design team to develop two ‘Global Understandings’ (GU) courses; one in business and one in education. It further presents an extension of an established general education multilateral (more than two international partners) VE GU course by using it as a model to develop topic specific VE courses in high interest and high capacity areas within the partner institutions. After undertaking the initial steps for developing topic specific VE courses in business and education, program designers found that planning workshops, team leadership, clear organizational documents and processes, clear communication policies, logistical support, and faculty enthusiasm and buy-in were key factors in effective course design and implementation in the initial project stages. In addition to sharing the project design process, this practice report also presents the lessons learned along with considerations for future implementation.

scholarly journals The Karen Chemical Dependency Collaboration: Lessons Learned in Using a Collaborative Framework to Promote Refugee Integration

2018 ◽  
Vol 18 (3) ◽  
pp. 911-929
Author(s):  
Jennifer McCleary ◽  
Tonya Horn ◽  
Paw Wah Toe ◽  
Ehtaw Dwee ◽  
Shana Sniffen
Keyword(s):  
Organizational Capacity ◽  
Well Being ◽  
Lessons Learned ◽  
Refugee Community ◽  
Harmful Alcohol ◽  
Refugee Integration ◽  
Cultural Adaption ◽  
Learning And Adaptation ◽  
Being There ◽  
Health And Well Being

While refugee integration is defined as a bidirectional process of mutual learning and adaptation, in practice, the U.S. resettlement program continues to emphasize refugees’ acculturation processes and places little emphasis on cultural or logistical adaptation of existing services. When adaptation does happen, it is often structured around dominant notions of health and well-being. There is a need to explore bidirectional integration processes and existing systems adaptations to accommodate people with refugee backgrounds at the institutional level. This article details a framework to build a sustainable collaboration between a refugee community and existing health and social service systems to reduce harmful alcohol use. The conceptual framework emphasizes three components: 1) adaptation of refugees’ indigenous expertise, networks, systems, and resources; 2) adaptation of existing systems to serve new groups in culturally relevant and effective ways; and 3) the participatory processes through which refugees and existing systems collaborate to achieve mutual goals. This paper describes the application of this framework and concludes with a discussion of lessons to support replication of the framework in other settings. Lessons learned include: equalizing power, paying attention to relationships and roles, engaging in deep cultural adaption of interventions, and building individual and organizational capacity to support partners.

scholarly journals Application of cell-free massive MIMO in 5G and beyond 5G wireless networks: a survey

2021 ◽  
Vol 68 (1) ◽  
Author(s):  
Hope Ikoghene Obakhena ◽  
Agbotiname Lucky Imoize ◽  
Francis Ifeanyi Anyasi ◽  
K. V. N. Kavitha
Keyword(s):  
Wireless Networks ◽  
Massive Mimo ◽  
System Modeling ◽  
High Capacity ◽  
High Energy ◽  
Lessons Learned ◽  
Base Stations ◽  
Innovative Technology ◽  
Processing Unit ◽  
Central Processing

AbstractIn recent times, the rapid growth in mobile subscriptions and the associated demand for high data rates fuels the need for a robust wireless network design to meet the required capacity and coverage. Deploying massive numbers of cellular base stations (BSs) over a geographic area to fulfill high-capacity demands and broad network coverage is quite challenging due to inter-cell interference and significant rate variations. Cell-free massive MIMO (CF-mMIMO), a key enabler for 5G and 6G wireless networks, has been identified as an innovative technology to address this problem. In CF-mMIMO, many irregularly scattered single access points (APs) are linked to a central processing unit (CPU) via a backhaul network that coherently serves a limited number of mobile stations (MSs) to achieve high energy efficiency (EE) and spectral gains. This paper presents key areas of applications of CF-mMIMO in the ubiquitous 5G, and the envisioned 6G wireless networks. First, a foundational background on massive MIMO solutions-cellular massive MIMO, network MIMO, and CF-mMIMO is presented, focusing on the application areas and associated challenges. Additionally, CF-mMIMO architectures, design considerations, and system modeling are discussed extensively. Furthermore, the key areas of application of CF-mMIMO such as simultaneous wireless information and power transfer (SWIPT), channel hardening, hardware efficiency, power control, non-orthogonal multiple access (NOMA), spectral efficiency (SE), and EE are discussed exhaustively. Finally, the research directions, open issues, and lessons learned to stimulate cutting-edge research in this emerging domain of wireless communications are highlighted.

Humanizing practices in online learning communities during pandemics in the USA

2020 ◽  
Vol 5 (3/4) ◽  
pp. 205-212
Author(s):  
Nimo M. Abdi ◽  
Elizabeth Gil ◽  
Stefanie LuVenia Marshall ◽  
Muhammad Khalifa
Keyword(s):  
School Leadership ◽  
Women Of Color ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Leadership Education ◽  
Pedagogical Practices ◽  
Content Type ◽  
The Usa ◽  
Learning School ◽  
Reflective Essay

PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

scholarly journals AN ACADEMIC-HEALTH SYSTEM COLLABORATION TO DEVELOP A PROGRAM FOR FAMILY CAREGIVERS OF PERSONS WITH DEMENTIA

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S439-S439
Author(s):  
Elena Siegel ◽  
Ladson Hinton ◽  
Elizabeth Rice ◽  
Nilpa Shah ◽  
Vanessa McElroy ◽  
...  
Keyword(s):  
Health System ◽  
Family Caregivers ◽  
Clinical Care ◽  
Organizational Capacity ◽  
Lessons Learned ◽  
System Level ◽  
Quality Improvement Initiative ◽  
Care Needs ◽  
Academic Practice ◽  
Time Investment

Abstract Hospitalization of persons with dementia can pose specific challenges for family caregivers, with post-discharge issues in managing acute clinical care needs coupled with dementia-related care that can exacerbate caregiver fatigue and capacity. We established an academic-practice collaboration to develop an evidence-based and innovative multi-component health system-level program to support family caregivers of persons with dementia in transition from hospital to community. Using an implementation science approach aimed to decrease the gap in translation of caregiver research into practice, we co-designed the program/implementation plan as a quality improvement initiative reflecting an integration of evidence from family caregiving literature and the health system’s unique context, workflows, stakeholder perspectives, resources, and values/priorities. This paper highlights insights gained and lessons learned in establishing a successful academic-practice collaboration, including time/investment to establish a shared project vision and identify/leverage existing organizational capacity to successfully deliver a program to improve the health and wellbeing of family caregivers.

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

scholarly journals Emergent School Leadership: Creating the Space for Emerging Leadership through Appreciative Inquiry

2012 ◽  
Vol 2 (2) ◽  
pp. 55 ◽  
Author(s):  
Mark S. Dickerson
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
Learning Community ◽  
School Leadership ◽  
Appreciative Inquiry ◽  
Collaborative Work ◽  
Leadership Capacity ◽  
Work Culture ◽  
Emerging Leadership ◽  
Big Picture

Much has been written on the importance of increasing leadership capacity in schools and managed systems for leadership development; however, little focus has been given to creating conditions to facilitate the emergence of leadership. This research study examines associations of strength-based reflexive processes to the emergence of educational leadership. Specifically, through qualitative analysis, the author explores the emergence of school leadership during an appreciative inquiry initiative in a large, urban school district and identifies the features of appreciative inquiry that were conducive to such emergence. In addition, the author notes that the initiative also provided participants with many of the elements considered vital to leading a healthy learning community: a greater understanding of the big picture, opportunities for professional reflection and sense making, a safe and affirming learning community, time to dialogue with others in the system regarding their core values and commitments, a collaborative work culture, space for networking, and the freedom to take action.   Keywords: Emergent Leadership, Appreciative Inquiry, School Improvement

What Coalition Factors Foster Community Capacity? Lessons Learned From the Fighting Back Initiative

2006 ◽  
Vol 34 (2) ◽  
pp. 354-375 ◽  
Author(s):  
Ronda C. Zakocs ◽  
Sarah Guckenburg
Keyword(s):  
Collaborative Leadership ◽  
Organizational Capacity ◽  
Lessons Learned ◽  
Community Capacity ◽  
Coalition Building ◽  
Community Based ◽  
Lead Agency ◽  
Active Involvement ◽  
Quantitative Analyses

Coalitions build community capacity by encouraging local organizations to expand services, programs, or policies (i.e., organizational capacity). The aim of the study was to identify coalition factors—resources, lead agency, governance, and leadership—that foster organizational capacity. Thirteen coalitions funded by Robert Wood Johnson Foundation's Fighting Back (FB) Initiative were examined in a multiple-site case study where coalition served as the unit of analysis. Organizational capacity was measured by creating a scale for each community based on changes in programs, services, or policies among eight types of organizations. Both qualitative and quantitative analyses were conducted to identify relationships among organizational capacity and coalition factors. FB sites with greater organizational capacity shared seven characteristics: received more funds for coalition building; delayed establishing new lead agencies; were housed in agencies supportive of FB; maintained stable, participatory decision-making bodies; cultivated active involvement of local government; practiced collaborative leadership; and had effective, long-serving project directors.

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