Northeast Leadership Academy Cohort III Tentative ... - NELA Home

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Term

Experience

Description

Fall 2012

Specialized
Trainings and

School Law

(6 hours)



Various Dates

and 2 Saturdays
per month and

Online
Experiences



Cohort Orientation

(2
-
days)

Raleigh, NC on ??? and

Rocky Mount, NC on ???

Cohort Orientation: Team Building, Expectations, Technology, and Course and Internship Overview.

Understanding by Design

(2 days)


Understanding by Design (UbD
) is a framework for improving student achievement. Emphasizing the
teacher's critical role as a designer of student learning, UbD works within the standards
-
driven
curriculum to help teachers clarify learning goals, devise revealing assessments of student

understanding,
and craft effective and engaging learning activities.

Conflict Resolution Training

(one day)

Conflict Resolution training

will provide
Fellow
s with knowledge and skills for managing conflict and
maintaining effective working
relationships. The focus will be: defining conflict; differentiating between
constructive and destructive conflict; explain 5 conflict resolution modes; examine impact of
relationships on conflict resolution and apply a 5 step conflict resolution process.
Case studies along with
participants will be used to e
nhance the seminar. Fellows

will complete the Thomas Kilman Conflict
Mode, which will reveal their style under conflict.

NELA Session

(One day)

Strengths Finder, Covey, Carnegie

Crucial
Conversations Training

(2 days)

A
s schools become more democratic

a leader's

ability to talk effectively becomes more critical. Based on
the best seller,
Crucial Conversations
, this
training will teach Fellows

how to communicate best when it
matters most.
Fellows will
learn how to: prepare for high stakes situations with a proven technique;
transform anger and hurt feelings into powerful dialogue; make it safe to talk about almost anything; and
be persuasive, not abrasive.
Fellows will m
aster crucial conver
sation skills at home, at work and at play
.

Crucial Conversations is conducted in two consecutive whole
-
day sessions.

Digital Storytelling Workshop

3 and a half days

Three
-
day workshop on Digital Storytelling for Schools, Poverty, Social Justice, and Change.

NELA Session

(One day)

NELA session will focus on applying the learning and experiences from Fall 2011.

School Law

(Saturdays)



This course is designed to develop skills of legal research and analysis in the field of education law at the
public elementary and secondary school level as well as survey the myriad of legal issues found in
today’s school environment. Particular attenti
on will be given to the current legal trends and decisions as
they impact the state of North Carolina. Consequently, many assignments, as well as much of the class
time, will be spent developing an understanding of legal issues impacting educational pract
itioners,
especially school leaders. Some of these skills include Internet
-
based legal research (i.e. the ability to
locate a range of pertinent legal sources), close analysis of primary legal materials, tightly argued and
concise memoranda, oral recitatio
n of points of law and educational policy recommendations for
practice.
Students

will create and deliver professional development for teachers around school law
concepts.



Northeast Leadership Academy

Cohort II
I

Tentative Course Sequence

Term

Experience

Description



Examples related to field experiences include:

Review policy manual for legal compliance, and Review
school handbook for legal compliance
,
Serve/lead Budget Development Team, Interview/Shadow Budget
Director, Interview/Shadow Food Services Director, Interview/Shadow Facilities Director,
Interview/Shad
ow Transportation Director, Serve/lead School Management Team (facilities,
transportation, food service).

Spring 2013


Tuesdays

and

Two Saturdays
per Month (TBA)


(9 Credits)

Teacher Empowerment &
Leadership




This course examines school organization
al

theories and critical domains of leadership (e.g., school
vision, culture, management, collaboration, ethics, and environments). Develops conceptual, managerial
and interpersonal leadership skills through analysis of school goals and purpose; organization
al design,
development and improvement; curricular and instructional leadership; and school
-
community
relationships. It also explores concepts of distributive leadership, teacher empowerment, and professional
learning communities. Instructional actives wil
l include lecture, seminar discussion, case and problem
-
based analysis.


Organizational Management I:
Human Resource Management




Leadership that focuses on the professional development of school staff to promote improved student
learning. Topics include
principles of school personnel evaluation; issues related to recruiting, hiring,
placing, mentoring, retention, and dismissal; evaluation models for professional and classified staff;
focus on instructional time, and effective professional development mode
ls to support lifelong learning
and reflective practice.



Leadership Application Block


These credits provide supervised field/intern time. Students are directed to engage in field intern
activities and are required to use data and experience gathered i
n these activities in order to successfully
complete required course artifacts.






Examples related to field experiences
may
include:
Serve/lead Hiring Committee, Interview/Shadow
Personnel Director, Participate/lead in a classified staff evaluation,
Participate/lead scheduling process,
Supervise athletic event, Supervise lunch, and Participate in student discipline
,
Serve/lead Professional
Learning Community, Interview/Shadow Professional Development Director, Serve/lead School
Improvement Team,
Conduct teacher focus group, and Serve/lead Professional Development Team

Specialized Training

Facilitative Leadership Training

Populations in Poverty (Ruby Payne)

Teacher Evaluation

Learning Exchange

In
-
state School Visit to High Performing High Poverty School

Developmental Teaching and
Learning Project

Pre
-
K/Elementary Developmental Teaching and Learning Project


Coaching and Mentoring

Assist in the development of Fellow's Individualized
Leadership Learning Plans

Summer 2013


Full
-
time

Tentative dates

June

&

July
-
August


(
9

credits
)

Organizational Management II:
Budget

for Administrators



Students will learn about and engage in
the processes by which financial decisions are made by
school
districts as well as at the school level.

Students will
construct, manag
e

and analyz
e

school budget
s
, while
simultaneously addressing issues of educational efficiency, equity and results within the school
community.


School & Community Engagement




Concept and development of community/school partnerships with family and juvenile service agencies to
enhance pupil learning and resiliency via increasing family stability and mental/physical health. Practices
promoting interagency collaboration with the

school, legal and administrative issues, will be explored. In
addition, students will explore how to assess, critique and develop a school/community relations and
communications plan. Students will understand and apply issues of diversity, equity, and soc
ial justice
within schools and community that influence effective communications and public relations.


Leadership Application Block

These credits provide supervised field/intern time. Students are directed to engage in field intern
Term

Experience

Description

activities and are
required to use data and experience gathered in these activities in order to successfully
complete required course artifacts.

The school and community engagement course incorporates an
intensive community internship component
.


Specialized Training

Special Education for School Leaders

Positive Behavioral Supports

Learning Exchange

Rural School and Community Trust

Local Community Agencies

Project

Community Partnership Grant Writing

Coaching

Targeted assistance

Fall

2013


Full
-
Time
Internship


Classes on
Tuesdays

and

Two

Saturday
s

per month (TBA)


(9

credits
)

Administrative Leadership in
Professional Learning
Communities



Introduction to the creation, implementation, and evaluation of professional learning communities and
professional
development. Topics covered include consensus building, conflict management, results
-
oriented leadership, program design, and assessment.


Leading & Transforming School
Culture



Examines the principles of transformational leadership of school culture to

promote student achievement
improvement. Major leadership skills to be applied in a field
-
based, authentic process include the
assessment of existing school culture through multiple and varied data, and the development of strategies
to achieve a collabora
tive and positive work environment to promote a culture of learning and success.
Student leadership activities will include working with other to develop a rewards and recognition
program, resolve conflicts, develop open, two
-
way communications, and build
relationships among
diverse staff.



Leadership Application Block

These credits provide supervised field/intern time. Students are directed to engage in field intern
activities and are required to use data and experience gathered in these activities in o
rder to successfully
complete required course artifacts.




Examples related to field experiences include:

Serve/lead Professional Learning Team, Serve/lead
School Safety Team, and In
terview/observe Testing Director,
Serve/lead Conflict, Resolution Team,
Participate in Parent/Principal resolution meeting, Participate in Student/Principal resolution meeting,
Participate in Teacher/Principal resolution meeting, Serve/lead Staff Recognition Team,
Interview/observe Lead Teachers & departmental/grade committees
, Observe students, adult, and
supervisor behaviors/reactions at lunch, passing, an assembly, and an event
.

Specialized Training

Dat
a

Boot Camp

Subject Matter Content

(Literacy and Math)

Learning Exchange

Policy Institute in Washington DC at IEL

Conferences to Address Individualized Learning Needs

In
-
state

School Visit to High Performing High Poverty School

Developmental Teaching and
Learning Project

Middle School Developmental Teaching and Learning Project

School Law Professional Development
(Delivered)

Coaching and Mentoring

Guided practice of and reflection on leadership skills

Spring 2014


Full
-
Time
Internship


Contexts & C
hallenges of School
Improvement



Examination of
social, cultural, political and policy environment of schooling with emphasis on NC.
Analyses of major theories of school change and development and critical examination of opportunities
and barriers to strategic change efforts. Instructional activities wi
ll include lecture, seminar discussion,
case and problem
-
based analysis.



Capstone Internship

Students will initially meet and will engage in a summative 360 degree assessment of previously
completed courses artifacts and use time to remediate any deficiencies. Field/intern time will be focused
Term

Experience

Description

Classes on
Tuesdays

and

Two

Saturday
s

per month (TBA)



(9

credits
)

on leadership dispositions through shadowing of the sc
hool principal and reflection and assessments by
the student, mentor, university supervisor, and Capstone instructor.

Leadership Application Block

These credits provide supervised field/intern time. Students are directed to engage in field intern
activities and are required to use data and experience gathered in these activities in order to successfully
complete required course artifacts.


Examples related to field experiences include:

Serve/lead School Improvement Team, Participate in
Program ass
essment meeting, Serve/lead Curriculum Development Team, and Participate/lead
communication of school improvement plan to staff, student, community audiences.

Specialized Training

Subject
Matter Content

(Literacy and Math Round 2 and additional content areas)

Action Research

RTI

Learning Exchange

National School Visit to High Performing High Poverty School

Conferences to Address Individualized Learning Needs

Developmental Teaching and
Learning Project

High School and Transition to Career and College Developmental Teaching and Learning Project


Coaching and Mentoring

Guided practice of and reflection on leadership skills

Address any remaining needs on
Individualized Leadership Learning Plan

May 201
4

NCSU MSA Degree and State Certification


Summer 2014

(Mandatory)



Transition Seminar



Develop an entry plan for Fall 2013 job placement

Leadership Application Block

Initiate the entry plan

Coaching

Targeted assistance on entry plan and individualized strategies to address any remaining learning needs