Scholarly Works, Agricultural, Leadership, and Community Education
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- DoDEA CIL Instructional Leadership ToolkitKaufman, Eric K.; Sen, Anuradha; Coartney, Jama S.; Anderson, James (2020-07-22)These are PDF portfolios of resources provided to the Department of Defense Education Activity (DoDEA) for use by the Centers for Instructional Leadership (CILs) in their efforts to initiate and launch improvement cycles. The dynamic toolkit is designed to help regions, districts, and schools establish, grow, and maintain a culture of inquiry and data use that can inform decisions that will have a positive impact on teaching and learning in a region, district and school. The Toolkit is organized into four major sections. Section 1 of the Toolkit deals with concepts about change and its management to achieve desired outcomes. Section 2 borrows from adult learning theory and focuses on developing the capacity of yourself and others to work effectively in focused collaborations/professional learning communities. Section 3 provides models and skill aids for leading professional learning around facilitative leadership; coaching for learning; and assessing needs, action planning, and performance monitoring for change in practice. Section 4 focuses on data-driven decision making and will deepen your understanding of how a variety of data sources can be used to improve, increase and enhance teaching and learning in the region, district, school and classroom. Each section of this Toolkit has multiple professional learning opportunities designed to build new knowledge or reinforce existing knowledge. The Toolkit can be used by an interested individual, in teams, or school/region wide. Professional learning opportunities may include video clips to view and respond to, articles to read and respond to, case study to analyze, tools to try, templates to complete, checklists, infographics and more.
- Group dynamics and group rolesKaufman, Eric K. (Jossey-Bass, 2013-05-01)This learning module addresses the portion of Exploring Leadership chapter eight, Interacting in Teams and Groups. In this section, students explore group dynamics, including group roles and group norms. Module Overview: Lead students in a “balloon challenge,” offering them the opportunity to engage in both group-building roles and task roles. Through several iterations of the activity, students will be able to experiment with and alternate between different roles. Facilitate small group discussion about the development of group norms, reflecting on both the balloon challenge and students’ personal experiences. Invite students to articulate group norms for a specific organization in the form of hieroglyphics (i.e., cave-type drawings).
- “Kick the Bucket!” – An activity for enhancing leadership and learningHelms, Sarah Jo; Kaufman, Eric K. (Association of Leadership Educators, 2008-07-07)Presenters will share an easy-to-use activity for engaging participants in leadership theory and concepts. “Kick the Bucket!” offers application in a variety of settings. This session will highlight its use in college level leadership courses.
- Peer review as a tool in online instruction, 2021 NACTA presentation resourcesDrape, Tiffany A. (2021-05-10)In the quick transition to online instruction in Spring 2020 due to Covid, instructors bore the brunt of extra work moving content and then figuring out how to assess and manage it. The objectives of this presentation are: 1) discuss how peer review can be implemented into an online synchronous or asynchronous course, 2) provide assessment or feedback for peer review, and 3) share best practices. Peer review happened in 100% asynchronous graduate classes. Peer review enabled the instructor share some of the responsibilities, give students the opportunity to interact with others in the course, and had students assess and provide feedback in a reflective manner on their work and their peers work. The instructor sought feedback on the peer review process each semester. Students noted that peer review took time to get used to, having a responsive peer was key, and clear consistent instructions helped make the process move smoothly. Changes to partners has been the most laborious aspect of peer review if one is not responsive. Students were offered choices when assessing themselves and their peers. Rubrics, Likert type scales, and oral reflections were all implemented Peer review can be a valuable tool for online instruction. By setting some basic structure but also giving the peers autonomy to make decisions about their groups and review, it gets another set of eyes on student work, helps students interact with one another, and adds a layer of engagement to the online learning environment.