Leadership Academy aimed to inspire, recruit division leaders

2011 ◽  
Keyword(s):  
Leadership Academy

scholarly journals Empowerment through a teacher leadership academy

2018 ◽  
Vol 11 (2) ◽  
pp. 192-206 ◽  
Author(s):  
Jeremy D. Visone
Keyword(s):  
School District ◽  
Teacher Leadership ◽  
Design Methodology ◽  
Qualitative Data ◽  
Teacher Leaders ◽  
Leadership Capacity ◽  
Control Group ◽  
Leadership Academy ◽  
Content Type ◽  
Suburban School District

Purpose The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities. Design/methodology/approach TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders. Findings Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity. Research limitations/implications Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors). Originality/value The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.

scholarly journals Not Just a Medical Student: Delivering Medical Education Through a Short Video Series on Social Media (Preprint)

2018 ◽  
Author(s):  
Nadine Abbas ◽  
Utkarsh Ojha
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Student ◽  
Medical Curriculum ◽  
Medical Community ◽  
Junior Doctors ◽  
Leadership Academy ◽  
Healthcare Leadership ◽  
Short Video ◽  
Education Award

UNSTRUCTURED “Not Just a Medical Student” is an innovative bite-size medical education video series founded and hosted on social media. Its primary aim is to inspire tomorrow’s doctors to be creative while engaging and informing them with the latest innovations, technology, and conferences within various specialties. To our knowledge, these themes are scarcely covered in the structured medical curriculum. Created and launched in August 2017, “Not Just a Medical Student” quickly gained traction; with over 1000 followers on Facebook and a rapidly increasing number of views, it reached the medical community across the globe. The video series features a trailblazer in virtual reality surgery and its potential impact on the evolution of medical education, reviewing future medical technology apps, such as Touch Surgery, and reporting on the latest medical education and health apps. The series engaged in topical medico-politics at the British Medical Association House and reported on global health issues and innovations at the Royal Society of Medicine Conference. The video series has further received several national awards including the Association and Study of Medical Education (ASME) Educator Innovator 2017 award, runner up to the Zeshan Qureshi Outstanding Contribution to Medical Education Award, and the Alternative Docs National Social Media Influencer award. The concept has been presented at international conferences (eg, the Healthcare Leadership Academy conference) and gained international recognition upon personal invitation at the Norwegian Annual Junior Doctors Conference. With the rise of the social media generation, innovative methods to inspire, engage, and inform students contributing to the continuous evolution of medical education should be encouraged and further explored.

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

LANDInG (Leadership Academy and Network for Diversity & Inclusion in Geosciences): AGU’s New Program to Build, Develop, and Sustain DEI Leaders

2021 ◽  
Author(s):  
Margaret Fraiser ◽  
Billy Williams ◽  
Stephanie Goodwin ◽  
Pranoti Asher
Keyword(s):  
Professional Development ◽  
Steering Committee ◽  
Leadership Capacity ◽  
Leadership Academy ◽  
Social Scientists ◽  
Professional Networks ◽  
Cultural Shift ◽  
Diversity And Inclusion ◽  
Marginalized Groups ◽  
Leader Training

<p>An equitable and inclusive geosciences discipline requires a systemic cultural shift. Despite four decades of consideration and federal investment, persons identifying as both white and men overwhelmingly outnumber people from marginalized groups in geosciences courses of study and professions. Cultural shifts can be facilitated by leadership, and research indicates that diversity and inclusion initiatives are more often effective when championed from the top. AGU, in strong partnership with other organizations and institutions, created the LANDInG program based on the rationale that both increasing capacity for DEI leadership within the geosciences and fostering recognition for the value for DEI champions are needed to significantly improve DEI outcomes across geosciences. LANDInG comprises: (1) a sustainable DEI Community of Practice Network, to engage and support a broad representation of DEI champions within the geosciences; and (2) a DEI Leader Academy, to build the DEI leadership capacity of select cohorts of DEI champions in the geosciences through intensive, cohort-based professional development tailored for them. The LANDInG DEI Leader Academy will include opportunities for direct experience leading DEI initiatives in the geosciences. Also part of the LANDInG program will be increasing the visibility and recognition of DEI champions and leaders in order to elevate their value within the discipline. Our model for change draws from research and theory spanning social and organizational sciences, including the literatures on professional networks/mentoring, and implementing effective diversity and leader training. Our methods for enacting change are evidence-based and framed by national models for cohort-based professional development within higher education/STEM. A steering committee and an advisory board of leading DEI scholars, social scientists, and representatives of other geoscience societies will broaden the expertise and diversity perspectives over the project’s life.</p>

scholarly journals Multiprofessional leadership development: reflections from a doctor in training

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000253
Author(s):  
Yang Chen
Keyword(s):  
Leadership Development ◽  
Staff Development ◽  
Leadership Training ◽  
Leadership Academy ◽  
Diverse Range ◽  
Diverse Workforce ◽  
Protected Time ◽  
Time To Build ◽  
Working Together ◽  
The Impact

BackgroundIn July 2020, the National Health Service (NHS) People Plan was refreshed, giving further impetus to staff development and leadership training. Through a series of interwoven tales, I discuss my own journey of leadership development and offer an analysis of the value of dedicated courses and the importance of providing this to the wider workforce.Story of selfI am a doctor in training and was among the first three cohorts placed onto the new Rosalind Franklin programme, organised by the NHS Leadership Academy. I share my key reflections of the impact of this course on my personal and professional development.Story of usMy cohort contained professionals from a diverse range of backgrounds—their challenges, views and insights contrasted greatly with my own. Having the protected time to build trust, form teams and discuss issues that crossed organisational boundaries provided novel insights that helped all of us.Story of nowAs the COVID-19 pandemic has taken hold, we are in a state of extreme flux. As a result, I have become aware of how important it is to marry expertise with generalist skills and knowledge of the wider healthcare system. Enduring the initial surge of COVID-19 was about staff working together and blending specialism with generalist pragmatism. The ability to harness and sustain this type of working will represent a legacy from COVID-19 that is positive and one which galvanises our greatest asset—the talents and experiences of our diverse workforce—in order to meet future healthcare challenges.

A Model of Leadership Development

2002 ◽  
Vol 31 (4) ◽  
pp. 517-522 ◽  
Author(s):  
Jill Goski ◽  
Gail Blackstone ◽  
Jules Laing
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Leadership Training ◽  
Effective Leadership ◽  
Selection Process ◽  
Real Life ◽  
Diverse Population ◽  
Leadership Academy ◽  
Traditional Training

Ramsey County, Minnesota successfully implemented an innovative and effective leadership training program. The county includes the metropolitan St. Louis area and serves a diverse population. The leadership academy is an ambitious endeavor that includes traditional and non-traditional training and is available to all employees through a rigorous selection process. The outcomes included reports from eight teams on leadership challenge projects where participants were asked to apply what they learned to real-life situations.

Sign in / Sign up

Export Citation Format

Share Document