Leadership Development. The Achievement Academy offers a rich menu of leadership development experiences for students at all academic levels, including: Career skills development and work-based learning experiences: Twice monthly, Starting Points and HSE students will participate in work readiness activities provided in collaboration with our Made In Durham partners and the Human Resource Development (HRD) department at Durham Technical Community College. This program focuses on employability (soft) skills development and career exploration activities. Off-site workshops at Durham Tech and worksite visits will be tied to in-house academic activities that can be completed with a tutor’s assistance, in the HSE classroom, or in the learning lab. These activities prepare participants for internships and other work-based learning experiences that are supported through our Made in Durham partnership. Student-staff planning conferences: Informed decision making, self-advocacy, reflection, and planning skills are essential for youth to develop their potential for leadership. Once a month, AAD students participate in a structured planning conference with an individual staff member. The conference culminates in a mutually designed contract that articulates the student’s long range educational and career goal, sets realistic short term objectives for the upcoming term, plans to address any obstacles to success, provides an opportunity for students to make explicit personal commitments to best meet their objectives, request specific commitments from the Achievement Academy staff, and share any concerns about the learning or social environment at AAD. For new Achievement Academy students, staff facilitates these conferences, but that responsibility is transferred to students in time. The Achievement Academy planning conference process is similar to a workplace performance review and prepares students to participate in and lead a meeting, to advocate for needed assistance and changes in their learning/work environment, and to be responsible partners in their own education. Post-secondary bridge programming: HSE students who have completed two of their four HSE subject area exams begin working with our Made In Durham Post- secondary Resource Specialist. Students develop a post-secondary education-to- career plan, work intensively with the resource specialist to select then complete all application requirements for the programs of their choice. The resource specialist is then available to ...
Leadership Development. The equipping of women, group leaders, MOPS Volunteers, Staff and Board of Directors to gain skill and confidence in their leadership ability, to understand their influence in their family, community and world, and to guide others through relationship evangelism.
Leadership Development. We stand for personal development. We believe in creating the conditions for mindful performance to inspire people to design a life they love. You will have resources at your fingertips to embark on a development journey that will allow you to grow in all aspects of your life and show up as your fully expressed self.
Leadership Development. The Achievement Academy offers a range of leadership development experiences for students at all academic levels, including: Student-staff planning conferences: Informed decision making, self-advocacy, reflection, and planning skills are essential for youth to develop their potential for leadership. Every two months, AAD students participate in a structured planning conference with an individual staff member. The conference culminates in a mutually designed contract that articulates the student’s long range educational and career goal, sets realistic short term objectives for the upcoming two months, plans to address any obstacles to success, provides an opportunity for students to make explicit personal commitments to best meet their objectives, request specific commitments from the Achievement Academy staff, and share any concerns about the learning or social environment at AAD. For new Achievement Academy students, staff facilitates these conferences, but that responsibility is transferred to students in time. Check in conferences are conducted half-way through the contract period, so that any needed adjustments or problem solving can be done. The Achievement Academy planning conference process is similar to a workplace performance review and prepares students to participate in and lead a meeting, to advocate for needed assistance and changes in their learning/work environment, and to be responsible partners in their own education. Standard meetings are held once monthly for thirty minutes, with additional time or sessions available as needed. Career/education pathway exploration and planning: For the past five years, the Achievement Academy’s college preparatory program has opened with a three week-long series of career exploration activities culminating in the production of a realistic, informed 10 year career pathway planning document that includes short term training for entry level employment and longer term educational planning for career mobility. Workshops utilize the excellent online assessment, planning, and portfolio tools available through the College Foundation of North Carolina. We have heard from many of our postsecondary students that they would have valued these career exploration experiences earlier in their time with us, and we are acting on that suggestion and moving these activities to students’ first year in our programming continuum. Personal decision making: Students in AAD’s ACES program (see below, Adult Mentoring) will p...
Leadership Development. A. Basic • Function as an information resource for members, Reps, and Officers • Assist in providing formal trainings
Leadership Development. Honors students will build on their educational experiences to become leaders in society and the world. Students will pursue co-curricular activities that allow the students to cultivate leadership skills and competencies. With which activities are you involved? How does your involvement contribute to your development as a leader? How does your involvement relate to your personal and/or career goals?
Leadership Development. 1. Leadership development is the process by which administrators individu- ally and jointly enhance and update their knowledge and skills related to leadership. Leadership development increases administrator effective- ness; builds confidence, morale and commitment; and subsequently, the ability to improve the quality of education of all students through quality leadership.
Leadership Development. The Turnaround Solutions, Inc. Educational Manager shall work with the school’s Leadership Team to: ▪ Work with administrators to achieve annual learning gains, school improvement goals, and other targets. ▪ Use multiple sources of data to plan and assess instructional improvement. ▪ Engage staff in ongoing study of current best practices. ▪ Establish Accountability Management. ▪ Enhance Budget Management. ▪ Develop a School Improvement Plan. ▪ Demand content and instruction that ensures student achievement of established standards. ▪ Develop skills necessary for the planning and implementation of change for effective student learning. ▪ Develop a Data Management System (DMS) based on the needs of the school. ▪ Assess the curriculum needs in a particular setting. ▪ Develop curriculum aligned to state standards based upon the needs of the students, the community and the goals of the school. ▪ Develop an attendance plan. The plan will include monitoring of student attendance and developing procedures and strategies to improve attendance. ▪ Develop curriculum for enrichment courses. ▪ Develop a school climate plan. The plan will include developing a theme, motto, logo, banners, posters etc. ▪ Develop a school-wide classroom management and discipline plan which includes a student recognition program. ▪ Develop a family involvement program which involves organizing quarterly events to increase family involvement such as parent resource nights and coaching nights. ▪ Develop a comprehensive intensive remediation program for overage, struggling, and students with special needs. ▪ Establish a Response to Intervention (RtI) roll out system for the school. This includes providing professional development for the instructional staff including monitoring, problem solving, progress monitoring, student screening, and implementation. Schedule B Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion - Lower Tier Covered Transactions This certification is required by the Department of Education regulations implementing Executive Order 12549, Debarment and Suspension, 34 CFR Part 85, for all lower tier transactions meeting the threshold and tier requirements stated at Section 85.110. Instructions for Certification
Leadership Development. Leadership Development Courses BU 320 Leadership Development 3 BUS 1660 Leadership Development 3 BU 330 Leading Change 3 BUS 2580 Management and Organizational Behavior 3 CM 210 Interpersonal Communication 3 CMM 2500 Interpersonal Communication 3 or PSY 2540 Interpersonal and Group Dynamics PY 215 Social Psychology or PY 301 Psychology of Personality 3 PSY 2530 Social Psychology or PSY 2500 Psychology of Personality 3 PY 310 Conflict Management 3 Common Core Courses BU 300 Business Writing 3 BU 315 Work Team Dynamics 3 BU 400 Fundamentals of Management 3 BUS 2570 Principles of Management 3 BU 430 Organizational Development 3 ID 200 Student Success Seminar 1 INT 1520 Student Success Seminar 1 PH 400 Personal and Professional Ethics 3 PY 300 Adult Development 3 SO 400 Diversity in the Xxxxxxxxx 0 XX 000 Quantitative Decision Making 3 General Education Courses 36 up to 36 See GENERAL GUARANTEE OF OPPORT UNITY T O GRADUATE above
Leadership Development. ● Assistant Principals and Instructional Coaches are participating in RPDP’s training of the Distance Learning Playbook to present engaging strategies for our teachers in an online learning environment. ● Principal Xxxxxx met with Dr. Xxxxx Xxxxxxxxx to discuss financial systems for the schools. ● Principal Xxxxxx is participating in the Public Ed Foundation’s Leadership Academy where her capstone project is funding and creating effective professional development with a variety of educational modes. ● Preparing for a book study of Advancing Formative Assessment in Every Classroom... by Xxxx and Brook as recommended by SPCSA. ***end of report*** Financial Report March 4th, 2020 10.b Income Statement - REVENUES • GL 3110 – DSA – DSA Income received is higher than initially budgeted. Our originally budgeted figures were very conservative. Income Statement - EXPENSES • GL 2190610 Supplies Expenses - Actual expenses surpassed the monthly budgeted expense amount. The expenses in this category consisted of the purchase of goods by our athletic department. • GL 2510612 – Furniture Expenses - Actual expenses surpassed the monthly budgeted expense amount. The expenses in this category consisted of the purchase of furniture for our new Rainbow Campus. • GL 2620442 – Equipment Rental - Actual expenses surpassed the monthly budgeted expense amount. The expenses in this category consisted of the rental of Penske trucks which assisted in moving furniture and fixtures to our new Rainbow Campus.
