School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor?

The term “middle leader” in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; leadership of additional student support; leadership of a team or phase and leadership of a specific school improvement priority. Educational middle leadership is founded on the notion of bringing together the duty of contributing to a strategic leadership remit whilst remaining firmly within the role of a classroom practitioner. It is argued that this ‘space’ for middle leadership is due to the increasingly hierarchical organisational structures of schools; consequently, being viewed as the ‘middle layer’. However, it is often unclear how much real authority or autonomy middle leaders have either to act strategically or make leadership decisions for their school. Despite many studies having previously explored the impact of senior leadership in improving school systems through deploying varied leadership styles, there is an absence in literature underpinning what constitutes effective strategic middle leadership. This study explored and interrogated the strategic ability of middle leadership, to contribute to this discourse. It critically reflected on the effectiveness of middle leadership, in a small-scale context, when making sustainable curriculum changes to a primary school’s maths curriculum. The research methodology adopted was an autoethnographic approach. It used a documentary method, that consisted of a reflective journal, kept by the first researcher, who was also a maths curriculum middle leader within an English primary school. The reflective journal was used as an authenticated document for elucidation and analysis. The main findings suggested that collective leadership was appropriate for this research context. The study further evidenced the reality of how personal, yet important understanding leadership cultures are, in all levels of leadership. The conclusion pointed to the direction of middle leaders being more successful if they were strategic, and therefore must both find and develop systems that assist them to be located on the “balcony” rather than only the dance floor.

Integrating Appreciative Inquiry into a Postgraduate Nurse Leadership Curriculum: Creating a Student Experience

Identifying what is working well in healthcare requires a different mindset from the traditional problemsolving approach. Integrating Appreciative Inquiry into healthcare can bring out the best in individuals, teams and the organisation as a whole. This paper presents our approach to educating nurse leaders about AI practice, by using AI to create a community of leadership and management practice in a postgraduate nursing course on leadership and management in health care.

117 Formal Leadership Teaching in Canadian Pediatric Residency Programs

Primary Subject area Medical Education Background Effective clinical leadership is known to improve clinical outcomes, health service delivery, effective resource allocation, and patient and staff satisfaction rates. Although it is well known that leadership skills can be taught and are necessary for all physicians, there are very few described residency-level structured leadership-training curricula. Yet, pediatric residency programs' Competence-By-Design (CBD) includes 19 stage-specific, leadership-focused Milestones, spanning 10 Entrustable Professional Activities (EPAs) that will need to be assessed. Objectives The purpose of this study was to map how leadership is formally taught in Canadian pediatric residency programs and to explore how leader-specific milestones and EPA are incorporated into programs’ training. Design/Methods Program Directors from all Canadian pediatric residency programs were invited to complete an online, anonymous survey, which was developed using the AMEE Seven-Step Survey Development guidelines. The survey explored demographics, teaching structure, teaching content and methods, assessment, and participants’ perspectives. Descriptive and thematic analyses were performed. Results Ten of the 17 pediatric programs directors responded to the survey. All program directors (n=10), stated that there is a need for mandatory, formal leadership teaching and formal leadership skills assessment for pediatric residents. Yet, half of respondents (n=5) reported no formal leadership teaching and residents' leadership skills are not formally assessed in three (of 10) pediatric residency programs. Additionally, none of the programs offers stage-specific leadership teaching. Of the programs that offer formal leadership teaching, four programs’ teachings are stand-alone courses, while one program has a longitudinal leadership curriculum. Only one program offers formal teachings on leader-related CBD EPAs and/ or Milestones. Seven programs formally assess residents’ leadership skills. Of these, four programs use a formal assessment tool, while three programs do not use any assessment tool. None of the programs utilizes a validated or published leadership skills assessment tool. Thematic analyses revealed that the common barriers to introducing a formal leadership curriculum include limited available time in residents’ teaching curriculum, lack of expertise and resources to teach leadership, and difficulty in assessing leadership skills. Conclusion Although residency programs identify leadership teaching and assessment as necessary, most pediatric residency programs lack formal leadership teaching and assessment. Additionally, no such teaching is stage-specific. Understanding the current state of programs’ leadership teaching will help better prepare programs for the integration of leadership milestones/ EPAs in the curriculum.

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Purpose Leadership decisions occur frequently throughout the day, yet as clinicians, who balance multiple roles and responsibilities, the authors seldom label them explicitly. This translates to missed opportunities to foster the requisite skill sets junior trainees to require in their current and future contexts. While there is clear evidence for a purposeful leadership curriculum, developing, implementing and assessing these competencies remains challenging. The purpose of this paper is to provide educators with a curricular approach to incorporate leadership opportunities in their own teaching and supervisory practices. Design/methodology/approach A dyadic “teaching and assessment” strategy may overcome leadership curricular challenges. The authors propose a new framework that breaks down leadership opportunities into their requisite learning settings. Like fine wine and cheese, these learning experiences are paired with assessment strategies to provide further formative and summative feedback, all in the context of educational theories and frameworks. Findings In this paper, the authors recommend six unique learning environments for educators to consider, captured in the abbreviation ABC’S3 for administrative, bedside, classroom, simulation, self-awareness and summarization, all of which lend themselves to leadership development opportunities for resident physicians. The authors provide tested examples and pair these teaching options with a variety of assessment strategies to choose from. Practical implications Three practical implications are put forth in this paper, namely, leadership competencies are needed for everyone, not just for those with leadership titles or positions; multiple learning settings (and all aspects of work) can be harnessed to provide diverse leadership opportunities; and advancement beyond Miller’s knows is needed to create opportunities to hone practical leadership competencies in the shows how and does levels. Originality/value This paper uniquely pairs learning opportunities with assessment strategies across diverse practical settings and environments. These techniques and opportunities will serve to stimulate ideas and kick-start dialogue about incorporating a practical leadership curriculum within clinical training programs.

Strengthening the Mentorship and Leadership Capacity of HIV/AIDS and Tuberculosis Researchers in South Africa

Programs to increase emerging and established HIV and tuberculosis (TB) researchers’ capacity to be more effective leaders and mentors are urgently needed in low- and middle-income countries (LMICs). Although conceptual frameworks of mentoring and mentoring toolkits have been developed by and for researchers in LMIC settings, few mentor training programs have been implemented and evaluated in these settings. We created, implemented, and evaluated a 9-month, certificate-level mentorship training program to strengthen the pipeline of HIV and TB researchers in South Africa. Differentiating features of the program included careful contextualization of mentorship tools and approaches, inclusion of a leadership curriculum to improve participant ability to work effectively in teams and organizations, and attention to processes that promote interinstitutional collaboration in mentorship. Twelve mid-career researchers graduated from the first cohort of the program. Among participants, we observed significant longitudinal improvement in mentorship competencies, increased numbers of network connections in multiple domains of collaboration, and high levels of satisfaction. We anticipate that the program description and results will be useful to researchers, research institutions, and funders seeking to build research mentorship and leadership capacity in LMIC settings.

Konsep Kurikulum Leadership Ekstrakurikuler SMP Berbasis Sifat Kepemimpinan Umar Bin Abdul Aziz

Abstrak Penelitian ini berangkat dari dua hal penting. Pertama, fakta sejarah bahwa kepemimpinan Umar bin Abdul Aziz telah berhasil secara sangat signifikan dalam memberikan kesejahteraan dan rasa keadilan kepada rakyatnya. Kedua, Pada tataran taktis, penyusunan kurikulum Kepemimpinan/leadership di lembaga pendidikan Islam, acapkali tidak berlandaskan pada konsep Islam yang jernih, tetapi diambil dari teori-teori barat yang jauh dari nilai-nilai Aqidah dan dakwah Islam. karena itu, jika ditilik dari Wordview Islam, rancangan kurikulum Pendidikan leadership masih memiliki banyak kelemahan. Penelitian ini dirumuskan untuk mendeskripsikan sifat kepemimpinan Umar Bin Abdul Aziz. Penelitian ini merupakan jenis penelitian kualitatif dengan pendekatan studi tokoh, bertujuan untuk menggali Analisa pemikiran tokoh terhadap sejarah ketokohan melalui literatur primer maupun sekunder yang berkaitan dengan objek penelitian untuk melahirkan Konsep Kurikulum Leadership Ekstrakurikuler SMP Islam. Penelitian ini menghasilkan pembahasan tentang Konsep Kurikulum Leadership Ekstrakurikuler SMP Islam, ringkasnya; (1) Penyusunan Kurikulum Leadership Ekstrakurikuler berasaskan pada pondasi Tauhid, (2) Tujuan Kurikulum, untuk membentuk Peserta Didik yang berakhlak mulia, Lebih khusus lagi, untuk membentuk peserta didik yang memiliki sifat kepemimpinan Umar bin Abdul aziz diantaranya; (a) Sangat takut kepada Allah, (b) Zuhud (Sederhana), (c) Rendah Hati, (d) Wara’ (berhati-hati), (e) Lemah lembut dan Pemaaf, (f) Sabar, (g) Tegas, dan (h) Adil (3) Materi Kurikulum, diantaranya; (a) Materi Tauhid yang meliputi Tauhid Rububiyah, Tauhid Uluhiyah, Tauhid Asma’ wa Sifat, dan al-Wala’ wa al-Bara’, (b) Materi Akhlak yang meliputi; Zuhud (Sederhana), Rendah Hati, Wara’ (berhati-hati), Lemah lembut, Pema’af, dan Sabar, (c) Materi Sejarah, khususnya Sejarah Emas Kepemimpin Umar bin Abdul Aziz, dan (d) Materi Manajemen; Tegas, dan Adil. (4) Metode Penyampaian Kurikulum, diantaranya; Metode Keteladanan, Metode Fun Learning, Metode Diskusi dan Tanya Jawab, Metode Targhib dan Tarhib, Metode Pemberian Hadiah dan Hukuman, dan Metode Berkisah, dan (5) Evaluasi Kurikulum; (a) terbentuknya tim Evaluasi, (b) Rangkaian kerja Evaluasi kurikulum (Unsur Evaluator, Unsur yang dievaluasi, Unsur kesahihan hasil evaluasi, Unsur pengakuan terhadap hasil evaluasi, (c) Jenis Evaluasi (evaluasi formatif, evaluasi sumatif, evaluasi placement, evaluasi diagnosis). Abstract This research departs from two important things. First, the historical fact that the leadership of Umar bin Abdul Aziz has succeeded very significantly in providing prosperity and a sense of justice to its people. Second, at the tactical level, the preparation of leadership curricula in Islamic educational institutions is often not based on a clear Islamic concept, but is taken from western theories that are far from the values ​​of Aqidah and Islamic da'wah. Therefore, when viewed from the Islamic Wordview, the design of the leadership education curriculum still has many weaknesses. This research was formulated to describe the leadership traits of Umar Bin Abdul Aziz. This research is a type of qualitative research with a character study approach, which aims to explore the analysis of the figures' thoughts on the history of character through primary and secondary literature related to the object of research to give birth to the Concept of Extracurricular Leadership Curriculum of Islamic Junior High School. This study resulted in a discussion of the Concept of Extracurricular Leadership Curriculum for Islamic Junior High Schools, in summary; (1) Formulation of an Extracurricular Leadership Curriculum based on the foundation of Tauhid, (2) Curriculum objectives, to form students who have noble morals, more specifically, to form students who have leadership characteristics of Umar bin Abdul Aziz including; (a) Fear of Allah, (b) Zuhud (Simple), (c) Humble, (d) Wara '(careful), (e) Gentle and Forgiving, (f) Patient, (g) Firm , and (h) Fair (3) Curriculum material, including; (a) Tawheed material which includes Tauhid Rububiyah, Tauhid Uluhiyah, Tauhid Asma 'wa Traits, and al-Wala' wa al-Bara ', (b) Moral material which includes; Zuhud (Simple), Humble, Wara '(careful), gentle, forgiving, and patient, (c) Historical Materials, especially the Golden History of Umar bin Abdul Aziz's Leadership, and (d) Management Materials; Firm, and Fair. (4) Curriculum Delivery Methods, including; Exemplary Methods, Fun Learning Methods, Discussion and Question and Answer Methods, Targhib and Tarhib Methods, Methods of Giving Rewards and Punishment, and Storytelling Methods, and (5) Curriculum Evaluation; (a) formation of an evaluation team, (b) a series of curriculum evaluation work (evaluator elements, evaluated elements, elements of validity of evaluation results, elements of recognition of evaluation results, (c) types of evaluation (formative evaluation, summative evaluation, evaluation of placement, evaluation of diagnosis ).