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>

Almost a Principal: Coaching and Training Assistant Principals for the Next Level of Leadership

2020 ◽  
pp. 105268462091267
Author(s):  
Sonya D. Hayes ◽  
Jerry R. Burkett
Keyword(s):  
Professional Development ◽  
Leadership Development ◽  
Assistant Principals ◽  
Critical Role ◽  
Leadership Capacity ◽  
Mentoring Relationships ◽  
Promising Practices ◽  
Leadership Academy ◽  
Principal Coaching ◽  
Development Programming

Through this study, we examined a university–district sponsored leadership academy to explore the perceptions of assistant principals, who participated in a yearlong professional development and coaching program, on how the program supported them in improving their leadership capacity and advancing their career. Using a single qualitative case study design, we explored the perceptions of 26 experienced assistant principals in a single school district in Texas. These participants were identified by the district as strong and viable candidates for future principal openings within the district. Data were collected through semistructured interviews, focus groups, and observations of class sessions. We used a leadership development and succession planning conceptual framework to guide our data analysis, focusing on identifying leadership talent, assigning developmental activities, and developing pervasive mentoring relationships. The findings illustrate increased confidence in the participants’ leadership abilities, promising practices in leadership development programming, and the importance of the university–district partnership in supporting experienced assistant principals. Although these findings are not necessarily innovative practices in the field of principal preparation, they are significant for understanding how to create meaningful professional development for mid-career assistant principals who have not transitioned to the role of the principal and for recognizing the critical role university–district partnerships have on leadership development.

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 Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science

PLoS Biology ◽  
2021 ◽  
Vol 19 (6) ◽  
pp. e3001282
Author(s):  
Sarah W. Davies ◽  
Hollie M. Putnam ◽  
Tracy Ainsworth ◽  
Julia K. Baum ◽  
Colleen B. Bove ◽  
...  
Keyword(s):  
Paradigm Shift ◽  
Systemic Change ◽  
Reward System ◽  
Well Being ◽  
Impact Factors ◽  
Value System ◽  
Academic Leaders ◽  
Diversity And Inclusion ◽  
Marginalized Groups ◽  
Principles Of Justice

Success and impact metrics in science are based on a system that perpetuates sexist and racist “rewards” by prioritizing citations and impact factors. These metrics are flawed and biased against already marginalized groups and fail to accurately capture the breadth of individuals’ meaningful scientific impacts. We advocate shifting this outdated value system to advance science through principles of justice, equity, diversity, and inclusion. We outline pathways for a paradigm shift in scientific values based on multidimensional mentorship and promoting mentee well-being. These actions will require collective efforts supported by academic leaders and administrators to drive essential systemic change.

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.

scholarly journals A Qualitative Investigation of the Effects of Mentoring: Teacher Narratives from Tianjin, China

2018 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Paul John Edrada Alegado
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Leadership Capacity ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Qualitative Investigation ◽  
Management Skills ◽  
Teacher Narratives ◽  
Teacher Interviews ◽  
Mentoring Relationship

The uniqueness of this research captures the dynamics of mentoring relationship between mentors and mentees and to what extent they have an impact on each other. Based on the qualitative analysis from teacher interviews done in Tianjin, China, the mentees greatly benefit from this relationship evident on the pedagogical knowledge, classroom management skills and psycho-behavioral aspects that they perceived and reported. On the other hand, mentors highlighted the effect on their leadership capacity and the sense of validation they get from this relationship. This paper concluded that although the benefits may not be weighed exactly the same on both ends, the effects are fundamentally significant and still ‘mutual’. The understanding of how teachers perceive and receive mentoring structures present in their school systems support and promote the literature on mentoring as professional development, induction, and an established practice that transcend vividly in a Chinese context.

scholarly journals Addressing diversity and gender issues in a cornerstone design course

2021 ◽  
Author(s):  
Sarah R. Nicholson ◽  
W. Patrick Neumann ◽  
Mary F.(Frankie) Stewart ◽  
Filippo A. Salustri
Keyword(s):  
Engineering Design ◽  
Gender Issues ◽  
Student Surveys ◽  
Cultural Shift ◽  
Diversity And Inclusion ◽  
Before And After ◽  
Student Focus ◽  
User Groups ◽  
And Gender ◽  
Student Reports

In the cornerstone engineering design course for Mechanical and Industrial Engineering undergraduates at Ryerson University, students’ design approaches were being negatively affected by gender and other biases. Therefore, the course was modified to encourage students to explore these biases, with an initial emphasis on gender so that they may design with a fuller sense of women’s issues. This novel endeavour aimed to change the course’s culture via awareness, and by connecting equity, diversity, and inclusion to an engineering context. Qualitative analysis of student reports before and after these modifications showed that the intervention led to user groups that more closely matched actual demographics and included a higher number of women, LGBTQ, and elderly Personas than before. Furthermore, the qualitative descriptions showed less of a skewed tendency to attribute positive characteristics to men and negative characteristics to women after the course modifications were implemented. Student surveys indicated that there was a potential cultural shift within the course, and a broadening of student focus to include equity, diversity, and inclusion when undertaking an engineering design project.

scholarly journals 20. Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?

2012 ◽  
Vol 5 ◽  
pp. 114
Author(s):  
Majorie Angel Brown
Keyword(s):  
Higher Education ◽  
Graduate Program ◽  
Professional Socialization ◽  
Leadership Capacity ◽  
Professional Competency ◽  
Socialization Process ◽  
Strategic Development ◽  
Diversity And Inclusion ◽  
Effective Leader ◽  
Competency Area

Beginning graduate students who are working in higher education can benefit from establishing a professional development plan designed to enhance leadership capacity. The challenge is to align personal goals with those of the graduate program, yet ensure that collegial socialization and professional competency development occurs. Professional socialization refers to the acquisition of values, attitudes, skills, and competencies pertaining to a professional subculture. In this paper, I describe an activity I designed and the process I used that address equity, diversity, and inclusion as one professional competency area in my socialization process as a strategy to become a more effective leader.

scholarly journals Call for papers – thematic issue Competences in Environmental Education (EE) and Education for Sustainable Development (ESD)

Envigogika ◽  
2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Jana Dlouhá
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Steering Committee ◽  
Thematic Issue ◽  
Educational Goals ◽  
United Nations Economic Commission ◽  
Reference Framework ◽  
Economic Commission ◽  
Key Competences

Competences have been identified as legitimate educational goals wherever it is not only knowledge that counts in learning (and educators are concerned with not only the cognitive domain in their teaching). There is an ongoing discussion on “key competences for all” identified by the European Parliament as a necessary prerequisite for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society (cf. EP, 2006). Also in the field of EE and ESD, there have been attempts to find appropriate operationalisation of action-oriented, learner-centred, and socially and environmentally responsible educational strategies which would help to realize a transition of the whole education system towards sustainability. Competences appear to be an appropriate concept providing an opportunity especially for a change of traditional teaching/learning practices and proper assessment of these innovations at the level of the student, educational module or programme, and also the policy level – they might be specifically designed for different disciplinary and cultural contexts and easily adjusted for all ISCED levels. As a proper tool for setting transformative educational goals and reflection of the prerequisites/outcomes of the relevant learning processes, they have been stressed in prominent ESD policy documents (UNECE, 2011, 2013), in theoretical discussions (Wiek et al.,2011) as well as in practice (growing knowledge base of case studies in relevant journals).We encourage concerned experts to enrich this debate and contribute to the pool of knowledge by providing results of their original research and share their experience with practical implementation of the concept – and submit their work for the thematic issue of Envigogika. We accept articles in the category of research papers and case studies; moreover, there is a possibility to provide multimedia presentations of existing learning programmes and other activities. The deadline for submission of the manuscripts is 15 September 2014; the thematic issue will appear after the review process by the end of the year.The theme of the Envigogika issue is closely related to the international COPERNICUS Alliance Conference to be held on 3 October 2014 the outcomes of which are expected to be one of the main contributions to the UNESCO Decade for ESD (2005‑2014), ending this year. Conference-related themes cover curricular aspects of university education; thus they provide an opportunity to reflect ESD-oriented higher education in all disciplinary fields from the perspective of the educator and his/her professional development. Articles related to the themes of the Conference can be presented in parallel sessions as part of the afternoon programme (see here) if they are submitted in the form of abstracts through the registration system on the conference website by 15th July 2014. Other competence-related themes may be submitted for the special issue of Envigogika as well.Authors are warmly welcome to attend the COPERNICUS Alliance Conference to meet top European experts in the field and discuss issues of common interest. The Conference is closely associated with the UE4SD project which links the competence theme with professional development of university educators in the field of ESD. In the project, 55 partners from 33 countries are represented, the majority of which are expected to attend the Conference as it is a constitutive part of their cooperation. Four regions (East, West, North and South) are evenly covered by the partners’ consortium and thus the Conference will be a unique opportunity to also make links with these regional networks. Authors from the Czech Republic and its neighbours are therefore especially encouraged to consider their involvement in the Conference programme as the transition towards sustainability is an issue to be highlighted in this part of the world.ReferencesEP, (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. European Reference Framework in the EC. Official Journal L 394 of 30.12.2006. [online] [cit 2014-05-12] available from http://www.cmepius.si/files/cmepius/userfiles/grundtvig/gradivo/key_competencies_2006_en.pdf  (see also http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm ).UN ECE (2011). Learning for the future: Competences in Education for Sustainable Development. Geneva: United Nations Economic Commission for Europe, Steering Committee on Education for Sustainable Development. Retrieved from http://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdfUN ECE (2013). Empowering educators for a sustainable future: Tools for policy and practice workshops on education for sustainable development Competences. Geneva: , United Nations Economic Commission for Europe, Steering Committee on Education for Sustainable Development. Retrieved from http://www.unece.org/fileadmin/DAM/env/esd/8thMeetSC/ece.cep.ac.13.2013.4e.pdfWiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustain Sci, 6(2), 203-218. Retrieved from http://link.springer.com/10.1007/s11625-011-0132-6  http://dx.doi.org/10.1007/s11625-011-0132-6 

Maximizing Mentoring Relationships

2018 ◽  
Vol 32 (2) ◽  
pp. 12-17
Author(s):  
Kristina R. Weimer
Keyword(s):  
Professional Development ◽  
Personal Relationships ◽  
Music Teacher ◽  
Mentoring Relationships ◽  
Professional Networks ◽  
Teacher Mentors

The purpose of this article is to provide strategies for music teacher mentors and mentees to use to proactively develop and strengthen their relationships—whether they are assigned by an administrator or begin organically—to enhance the overall mentoring experience, making it mutually beneficial for mentor and mentee. Strategies include using communication and collaboration, building reciprocity between parties, expanding professional networks, and developing personal relationships. Intentional efforts to communicate, reflect, share, overcome challenges, and spur professional development enrich the mentoring experience for both parties.

scholarly journals Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Kristin Shawn Huggins
Keyword(s):  
High School ◽  
Leadership Development ◽  
High School Principals ◽  
School Principals ◽  
Educational Leaders ◽  
The United States ◽  
Leadership Capacity ◽  
Professional Networks ◽  
Informal Leaders

In this multisite case study, we examine the personal capacities of six high school principals who have developed the leadership capacities of other leaders in their respective schools. Participants were purposefully selected by two teams of researchers in two states of the United States, one on the east coast and one on the west coast, who engaged their professional networks of current and former educational leaders to obtain recommendations of high school principals known to develop the leadership capacities of formal and informal leaders in their schools. The findings indicate that the principals possessed a strong commitment to developing leadership capacity, understood leadership development as a process and tolerated risk. This study adds to the rapidly growing corpus of literature focused on distributed leaders by illustrating the complexities of developing leadership capacity in an attempt to increase organizational leadership capacity, and by highlighting the relevant characteristics of principals who have intentionally sought to do so.

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