COLLEGE OF EDUCATION Seattle University 900 Broadway Seattle, Washington 98122-4340 Department of Educational Leadership SCHOOL OF EDUCATION ORGANIZING THEME: Preparing Ethical and Reflective Professionals for Quality Service in Diverse Communities DEPARTMENT OF EDUCATIONAL LEADERSHIP MISSION STATEMENT: Preparing Effective Leaders for an Interdependent World COURSE INFORMATION Course Prefix and Number(s): EDLR 631, 632, 633 - 9 Credit Hours Meeting Place: Loyola Hall, Room 202/203 Meeting Date(s)
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Princess Urduja ( Short Story) B. Reference: English Communication Arts and Skills through Philippine Literature by Lapid and Serrano,pp.119-122 C. Instructional Materials: textbook, chalk and chalk board, visual aids, pictures of famous and powerful Filipino women leaders, video, projector, speakers and slide presentation. D. Values: Leadership Women Empowerment Critical Thinking III. PROCEDURE A. Preliminary Activities 1. Prayer 2. Checking of Attendance 3. Passing of
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|Article 3 | |Title/Author(s) |Transformational Leadership in the Public Sector: Does Structure |The Effect Of Transactional and Transformational |The Reality of Web-Based Interaction in an | | |Matter? |Leadership Styles on the Organizational Commitment and |Egyptian Distance Education Course | |
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UNIVERSIDAD DE ZAMBOANGA School of Education, Arts and Sciences Zamboanga City SYLLABUS in NSTP (CWTS) Course Title: NSTP 1 (CWTS) Course Credit: 3 units Descriptive Title: National Service Training Program (Civic Welfare Training Service) Semester: First Semester, SY: 2014-2015 Curricular Year: First Year Degree: All 2-year courses and 4-year degrees Course Description: The Civic Welfare Training Service (CWTS) 1 as a component of the National Service Training
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Learning Certificate 9. Training Certificate 10. Analyzing Human Performance Certificate 11. Career Planning and Talent Management Certificate 12. Creating Leadership Development Programs Certificate 13. Creating New Supervisor Training Programs Certificate 14. Developing High-Performing Sales Teams Certificate 15. E-learning Instructional Design Certificate 16. Designing Synchronous Learning Certificate 17. Facilitating for Excellence
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Ethical Expectations: As a leader within your district you feel like you should trust in your values and believe in yourself. If you obtain a leadership position there is a good chance that you are a good person with an inner compass that predominantly points you in the right direction. When I think of ethics in the schools it makes me think about a person’s overall character. It involves in being able to act with integrity, fairness, and in an ethical and legal manner. The principal of a school
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Individual Reflection Essay-How the ISLLC standards pertain to leadership behavior at my site. Jeanette Noriega Grand Canyon University, ED 534 February 25, 2014 Individual Reflection Essay-How the ISLLC standards pertain to leadership behavior at my site. Three major challenges facing the leadership at my cite and the ISLLC standards they reflect and the proposed possible solutions based on the standards. 1. Appropriate staffing numbers. One major challenge we are facing at my cite is
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made affordable to the students and families of College Academy. College Academy objective is to ensure all students graduate and are prepared upon entering a rigorous 4- year college. Candace Boutte serves as the schools founding leader. The instructional and support staff members receive phenomenal professional development weekly and attend conferences locally and nationally. Ms. Boutte holds all staff accountable regardless of their job title. Essentially, the main objective is for students to
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Leadership is essential to the success of every organization. Organizations “seek those with leadership ability because they believe they bring special assets to their organizations, and ultimately, improve the bottom line.” (Northouse, 2012, p. 1) Arguably, there is no place where leadership is more important than in educational institutions. Principals have been and will continue to be the primary leaders in K-12 schools well into the 21st century. Their thoughts, behaviors, actions, and
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factors led to the eventual disintegration of Learning team #28. It was apparent that there was a growing dissatisfaction amongst members stemming from poor communication, disproportionate involvement in team tasks, and an evident lack of supportive leadership. Three major factors have been identified for discussion: the absence of the team’s constitution or a charter that clearly defined the team’s goals and processes, inadequate knowledge and skills amongst team members to drive the team’s performance
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