THE EXPERIENCE OF RESEARCH, GROWTH, DEVELOPMENT AND LEADERSHIP OF THE MiTEP PROGRAM

Chapter 1. The Action Research in this report was to focus on improving the reading comprehension of students with expository text in relation to identifying the main idea and supporting details. Students were given an expository text to read and identify main idea and 2 -3 supporting details as a pre assessment. Students were provided instruction and support in DRTA (Directed Reading Thinking Activity) and SQ3R (Survey, Question, Read, Recite, Review) methodology to identify the Main Idea and supporting details of a selected expository text for both pre & posttest. Results were compiled and analyzed on the effectiveness of the strategies by overall student growth in accurately identifying the Main Idea and being able to state at least 2 supporting details. Analysis of the data will show that the methods were effective in middle school students’ ability to read and extrapolate the necessary information from expository text. Chapter 2 is a reflective essay on the MiTEP Michigan Teacher Excellence Program and its impact on my teaching practices, lesson delivery and leadership development.

The Dark Side of Leadership: Dealing with a Narcissistic Boss

Some of the defining characteristics of narcissists include a grandiose sense of self-importance, preoccupation with success and power, a sense of infallibility, and a supreme confidence in their ability and intelligence. Ironically, many of these characteristics are rewarded in business organizations, which may explain why there seems to be so many narcissists in management positions. Assuming we will be dealing with narcissists throughout our career, it makes sense for us to understand what makes them tick, and more importantly what we can do to work with them in a constructive manner.

Governor Forrest Anderson’s Leadership & Political Acumen -- Alec Hansen “In the Crucible of Change”

Montana Governor Forrest Anderson was perhaps the most experienced and qualified person ever to be elected as Governor of Montana. Having previously served as a county attorney, a member of the legislature, a Supreme Court Justice, and twelve years as Attorney General, Anderson roared to a large victory in 1968 over the Incumbent GOP Governor Tim Babcock. Though the progressive change period in Montana began a few years earlier, Anderson’s 1968 win catapulted progressive policy-making into the mainstream of Montana political and governmental affairs. He used his unique skills and leadership to craftily architect the reorganization of the executive branch which had been kept weak since statehood so that the peoples’ government would not be able to challenge corporations who so dominated Montana. Anderson, whose “Pay More, What For?” campaign slogan strongly separated him from Tim Babcock and the GOP on the sales tax issue, not only beat back the regressive sales tax in the 1968 election, but oversaw its demise at the polls in 1971, shaping politics in Montana for decades to come. Anderson also was a strong proponent of the concept of a new Montana Constitution and contributed strategically to its calling and passage. Anderson served only one term as Governor for health reasons, but made those four years a launch pad for progressive politics and government in Montana. In this film, Alec Hansen, Special Assistant to Governor Anderson, provides an insider’s perspective as he reflects on the unique way in which Governor Anderson got things done at this critical period “In the Crucible of Change.” Alec Hansen is best known in Montana political and governmental circles as the long-time chief of the Montana League of Cities and Towns, but he cut his teeth in public service with Governor Forrest Anderson. Alec was born in Butte in 1941, attended local schools graduating from Butte High in 1959. After several years working as a miner and warehouseman for the Anaconda Company in Butte, he attended UM and graduated in History and Political Science in 1966. He joined the U.S. Navy and served with amphibious forces in Vietnam. After discharge from the Navy in 1968, he worked as a news and sports reporter for The Montana Standard in Butte until in September of 1969 he joined Governor Anderson as a Special Assistant focused on press, communications and speech-writing. Alec has noted that drafts were turned into pure Forrest Anderson remarks by the man himself. He learned at the knee of “The Fox” for the rest of Anderson’s term and continued with Governor Tom Judge for two years before returning to Butte to work for the Anaconda Company as the Director of Communications for Montana operations. In 1978, after Anaconda was acquired by the Atlantic Richfield Company, Alec went to work in February for U.S. Senator Paul Hatfield in Washington D.C., leaving after Hatfield’s primary election loss in June 1978. He went back to work for Gov. Judge, remaining until the end of 1980. In 1981 Alec worked as a contract lobbyist and news and sports reporter for the Associated Press in Helena. In 1982, the Montana League of Cities and Towns hired him as Executive Director, a position he held until retirement in 2014. Alec and his wife Colleen, are the parents of two grown children, with one grandson.

Strategies for the Next Generation of Conservation: Lessons from a Life in Environmental Leadership

Successful leadership in the conservation community depends upon leaders with a vision who can engage collaborators in a transaction to create something of enduring value. Ideally, results are achieved in a win-win fashion with other stakeholders. However, a good leader must employ a broader range of tools.

Digital Systems for Open Access to Formal and Informal Learning

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

Understanding the Leadership Capacity and Practice of Assistant Principals

The purpose of this study was to explore the leadership capacities and practices of assistant principals. The research also sought to determine what relationships existed between capacity and practice and to see if there was a difference based on experience, context and personal characteristics. Since the majority of principals first serve as assistant principals, their work and experiences as assistant principals will have significant consequences (Kwan, 2009). The literature has long held and continues to challenge the notion that the role of assistant principal is adequate preparation for the principalship (Chan, Webb, & Bowen, 2003; Harris, Muijs, & Crawford, 2003; Kwan, 2009; Mertz, 2000; Webb & Vulliamy, 1995). Based on empirical findings, this study has affirmed the need to further research and refine the role of the assistant principal. The results indicate that in addition to strengths, there are explicit gaps and missed opportunities in the leadership practices of assistant principals that impact the potential for building a leadership pipeline within schools. The work of the assistant principal is characterized by a proliferation of duties rather than a strategic set of practices that support distributed leadership and sustainability.

Denver Bible Institute under the leadership of Clifton L. Fowler

"Denver Bible Institute, founded in 1914, became a Bible College in 1945 and subsequently renamed Rockmont College..."

Do Methods Matter In Global Leadership Development? A Mixed-Methods Study Of A U.s.-Based International Mba Program

As world communication, technology, and trade become increasingly integrated through globalization, multinational corporations seek employees with global leadership experience and skills. However, the demand for these skills currently outweighs the supply. Given the rarity of globally ready leaders, global competency development should be emphasized in higher education programs. The reality, however, is that university graduate programs are often outdated and focus mostly on cognitive learning. Global leadership competence requires moving beyond the cognitive domain of learning to create socially responsible and culturally connected global leaders. This requires attention to development methods; however, limited research in global leadership development methods has been conducted. A new conceptual model, the global leadership development ecosystem, was introduced in this study to guide the design and evaluation of global leadership development programs. It was based on three theories of learning and was divided into four development methodologies. This study quantitatively tested the model and used it as a framework for an in-depth examination of the design of one International MBA program. The program was first benchmarked, by means of a qualitative best practices analysis, against the top-ranking IMBA programs in the world. Qualitative data from students, faculty, administrators, and staff was then examined, using descriptive and focused data coding. Quantitative data analysis, using PASW Statistics software, and a hierarchical regression, showed the individual effect of each of the four development methods, as well as their combined effect, on student scores on a global leadership assessment. The analysis revealed that each methodology played a distinct and important role in developing different competencies of global leadership. It also confirmed the critical link between self-efficacy and global leadership development.

Developing Civil Society and a New Leadership Class in Iraq: A Comprehensive Analysis and Business Plan

Following De-Ba'athification, forming a new leadership class will be critical to the success of creating a strong civil society in modern-day Iraq. Implementation of youth educational exchange programs, specifically promoting leadership skills, is a significant part of the solution to stimulating a new generation of leaders. Using the reign of Saddam Hussein and his toppling as a frame of reference, a brief history of Iraq's civil society reveals a need for a new leadership class through the lens of democratic transition and consolidation. After exploring the leadership challenges of post-war nation building, the proposed business plan focuses on implementing a youth leadership program in Iraq, employing a wider participation model, and a lengthier, more involved learning model from existing programs.

Industry Professionals Who Attain Leadership in Energy and Environmental Design (LEED) Accreditation: An Examination of Motivations in Human Resource (HR) Training and Development

Despite the economy, the green building industry continues to grow and drive the demand for environmentally conscious, highly skilled professionals (USGBC 2009). LEED Accredited Professionals (APs) have the knowledge and skills to meet such demand; however, information is limited regarding LEED APs or their motivations and expectations toward prospective employers. The author surveyed a sample of LEED Accredited architects and found a combination of job and personal factors motivated them to attain accreditation. LEED APs value both a competitive salary and commitment to sustainability in prospective employers. To attract, retain, and utilize LEED APs, executives in this industry must reexamine corporate culture, their willingness to pay for credentialing, and the alignment of their reputation with the desires of potential applicants.

The Role of Succession Planning in Leadership Development

In progressive companies succession planning plays a vital role in leadership development. Some companies have neither succession planning nor ways to fill leadership gaps. On the academic side of research, this Capstone Project focuses on the role of succession planning in leadership development through various approaches and theories. The purpose of this Capstone Project is to provide HR professionals with solid mechanisms for identifying and preparing leaders for leadership roles through proper succession mapping within a company. Through the analysis of case studies and research, recommendations are made on the formulation of a decision tree so that succession planning may take a new place in leadership development in an organization.

Employee Leadership Development

Abstract \ The business importance of retaining and developing top performing employees is more crucial to business organizations that in the past, yet many organizations are not confident in their ability to staff leadership positions within the next five years. Many companies continue to run without a employee leadership development program. Organizations that shy away from development programs tend to do so because of fear the costs are too high. Organizations that support leadership programs acknowledge that the benefits far outweigh the costs. In this capstone study, the researcher illustrates that employee leadership development programs add value through improved business strategy and employee satisfaction, and as a result, represent a worthy investment.

The New Juncker Commission: The Digital Agenda. CEPS Commentary, 26 September 2014

In assessing the challenges facing Andrus Ansip, as Vice-President-designate for the Digital Single Market, and Günther Oettinger, as Commissioner-designate for Digital Economy and Society, Colin Blackman and Andrea Renda find that leadership and building real consensus among the member states will be the main keys to achieving what is, in their view, the most ambitious and important of the new Commission’s objectives. And, as they note further, their challenge is even greater, if one considers that, if successful, the Digital Agenda will have to be the last one. Five years from now, the ‘digital agenda’ will have become, simply, the agenda.

A comparison of the leadership styles of the leaders at New World School of the Arts

The purpose of this study was to determine if the perceived leadership styles of the leaders at New World School of the Arts were different according to their roles in the organization. The study focused on the top leaders of the organization: the Provost who heads the college program, and the Principal who heads the high school program.^ The Leadership Practices Inventory (LPI) Self and Observer developed by Kouzes and Posner (1990) was used to examine and compare the perceived differences between the leaders and the programs. The LPI measures five practices of exemplary leadership. The LPI Self and Observer was administered to the leaders, administrative subordinates, and faculty. In addition to the LPI a Demographic Inventory was used to collect data about the respondents.^ This study used a causal-comparative design to determine if differences existed between the leaders at NWSA as perceived by the leaders themselves and their respective administrative subordinates and faculty. T tests were conducted on the mean differences between the five leadership practices measured by the LPI. All tests were declared significant if exceeding the 5% level $(p={<}.05).$^ Significant differences were found within the college program across all five practice areas. To a lesser degree, significant differences were found within the high school in three practice areas: Inspiring, Enabling, and Modeling. Three significant differences were found between the college and high school in two practice areas, Enabling and Encouraging.^ There is little consensus of opinion within the college regarding the operative leadership style. Within the high school there is substantial similarity of perception regarding the operative leadership style. There is substantial similarity of perception between the programs regarding the operative leadership style. ^