Sentences with phrase «developing positive leaders»

Come and meet the AEI team, and leave exhilarated by a keynote address from Jon Gordon, a best - selling author and speaker who is passionate about developing positive leaders, organizations and teams.

Come and meet the AEI team, and leave exhilarated by a keynote address Jon Gordon, a best - selling author and speaker who is passionate about developing positive leaders, organizations and teams.

Louisa Jewell is president of Positive Matters and a consultant, facilitator and speaker who works with organizations around the world to develop positive leaders and nurture productive teams.

Not exact matches

For example, our Institute for Sustainable Investing helps develop the next generation of long - term - oriented business leaders, in partnership with INSEAD and the Kellogg School of Management at Northwestern University, challenging teams of graduate students from around the world to demonstrate how investing can go hand - in - hand with positive social impact.

We develop young leaders who are committed to social and environmental justice and are equipped with a sense of awe for natural and human beauty, tools for non-violent multicultural community building, as well as the confidence to make positive change in our families, communities and world.

«For those of us who saw the AIDS epidemic explode and who watched helplessly as thousands died, the opportunity to try to develop an HIV cure is truly amazing,» said Paul Volberding, MD, a UCSF professor of medicine who started the Positive Health Program at Zuckerberg San Francisco General Hospital and Trauma Center in the early days of the epidemic and was a leader in early clinical trials to evaluate antiretroviral therapy.

The report makes four recommendations: Develop a new generation of school leaders by supporting career progression; Explore expanding the pool of candidates for non-teaching executive roles to those outside the profession; Support leaders more effectively and provide clear career pathways; Build positive perceptions of school leadership to encourage more teachers to step - up.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

Teachers / leaders believe that it is their role to develop positive relationships in classrooms and staffrooms.

School leaders play a critical role in fostering schoolwide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff members.

In this Australian Learning Lecture case study video, the school leader explains how Mount Barker is embedding Positive Education approaches into its curriculum and how student wellbeing surveys are used to develop tailored support.

As well as boosting a schools appeal to prospect parents and pupils, developing a fan club of passionate parents, past pupils and business and community leaders can be a positive force for good in your school and help you sustain your mission when times are tough».

It provides a transformational, multi-year approach to help schools create and sustain a positive school culture and develop positive school leaders.

To create lasting positive change, build leadership capacity within your school by developing strong teacher leaders.

These studies found that programs to develop teacher leader knowledge and skills had a positive impact on participants in the targeted areas (Blank et al., 2006; Blasie and Butler - Kahle, 2009; Copeland and Gray, 2002; Fortner and Boyd, 1995; Freeman et al., 1994; Hofstein et al., 2004; Johanson et al., 1996; Kimble et al., 2006; Khourey - Bowers et al., 2005; Madsen et al., 1991; Madsen and Lanier, 1991; McGatha et al., 2005; Slater et al., 1998; Smith and Wickwire, 2009; Venville et al., 1998; Weaver and Dick, 2009; Whitenack et al., 2009; Whitsett and Riley, 2003).

Since joining the Association in June 2007, Eileen led the Association in notable efforts including: developing a model that measures «value - added» growth in achievement, which is used for A-F rankings of all Arizona schools; creating trainings that enable teachers and school leaders to collaboratively use data; launching joint purchasing programs; filing lawsuits for equitable funding for all K - 12 students; increasing positive public perceptions of charters; and, building a comprehensive program to support prospective charter school operators.

We partner with educators and leaders to develop strategies, processes and tools that support our vision of schools that prepare every student to achieve academically and make a positive contribution to a democratic society.

Our role at IEE is to facilitate Leadership Matters at six project schools in Michigan and train school leaders to improve teacher effectiveness, implement school - wide student support systems, and develop positive learning environments.

And if students develop confidence in their ability to work with others because of their positive school experiences in cooperative learning groups, they'll probably become the team players and collaborative leaders so sought after by today's employers.

Similarly, New Teacher Center works with state departments of education, school districts, and other local educational agencies to design, develop, and implement successful and sustainable teacher induction programs.43 The center's programs support qualified, trained mentors; strong school leaders; positive school environments; and opportunities for professional learning for mentors and new teachers.

The NYC Leadership Academy believes that coaching and mentoring programs for principals are crucial to developing school leaders who can increase student achievement and build positive cultures in schools.

ECA programs build connections that engage and empower people, and motivate them to become leaders and thinkers; to develop new skills; and to find connections that will create positive change in their communities.

Team purpose and goals Working relationships Collective accountability Team behavioural norms Positive conflict For more, see my chapter «Coaching Global Top Teams» in Leadership Coaching: Working with Leaders to Develop Elite Performance.

How would you advise transitioning senior military leaders to develop positive visibility on LinkedIn, Twitter and other social media sites?

All Things Workplace Beyond Blinking Lights and Acronyms Developing Leaders Employee Engagement Zingers Endless Knots FEARLESS LEADERSHIP Gautam Ghosh on Human Resources Gautam Ghosh on Organizations 2.0 Michael Lee Stallard Mission Minded Management Riding On Dragons Strengths - Based Management Talking Story with Say Leadership Coaching The Chief Happiness Officer The Engaging Brand The M.A.P. Cognitive Dissonance Designing a Positive Workplace Culture On 9/11.

Inspirational teacher and leader with ability to develop and maintain positive customer relationships.

He helps organizations develop positive, engaged leaders and winning teams Frequency about 1 post per month.

Resourceful and enterprising business leader who excels in developing and maintaining positive and productive relationships with internal and external stakeholders.

All Things Workplace Beyond Blinking Lights and Acronyms Developing Leaders Employee Engagement Zingers Endless Knots FEARLESS LEADERSHIP Gautam Ghosh on Human Resources Gautam Ghosh on Organizations 2.0 Cognitive Dissonance Designing a Positive Workplace Culture On 9/11.

Professional Duties & Responsibilities Managed all daily operations in each zone of Ford's Trim and Chassis Departments Oversaw manufacturing processes, 120 employee team, and final product quality Served on company Continuous Progress Improvement teams developing best practices Observed product manufacturing process and recommended improvement strategies Reduced personnel overtime, manpower, and production scrap while increasing efficiency Identified design flaws, offered remedial measures, and implemented changes Received numerous awards for process and product improvement recommendations Ensured product and manufacturing process compliance with all applicable laws Chosen to lead the launch of multiple products from Ford's Kentucky and Kansas plants Directed and improved the 2009 F - 150 Product Development Launch Team Met all production and launch timelines while remaining compliant with ISO - 9001 standards Responsible for the enforcement of all safety protocols and procedures Handled union contract negotiations and grievance discourses Leader of and participant in Ford's Diversity Committee Participated in company workshops focused on environmental preservation techniques Performed environmental safety examinations including air and chemical emission testing Maintained machinery ensuring effective and safe operation Completed all assignments in a professional and positive manner

Professional Duties & Responsibilities Developed proficiencies with medical technology, supplies, and pharmaceuticals over 14 years of nursing Knowledgeable regarding the challenges facing medical professionals across a wide range of disciplines Supported general surgeons as well as surgeons specializing in neurosurgery, transplants, pediatrics, etc.. Built and strengthened long term relationships with physicians, hospital leaders, and community figures Led nursing teams in 13 intensive / critical care units ensuring effective and efficient patient care Monitored, recorded, and reported patient condition to physicians Provided critical care surgical support, wound care, and administered medications Dealt with AMI, septic shock, DKA, and CHF Educated patients and families in healthy diets and exercise Assisted in admission, transfer, discharge, and documentation of patients Managed medical supplies, equipment, and medications ensuring adequate and functioning materials Proven ability to adapt medical knowledge and people skills in fast paced, ever changing environments Performed all duties in a positive, professional, and timely manner

Fairview Elementary School, Sylva • NC 2006 — 2007 Assistant Director, After School Program Instrumental as an active leader in developing a positive staff culture to ensure that employees and students adhered to the school - wide missions and goals of behavior and discipline policies.

Both were created for the purpose of developing leaders who will transform strained interactions with quality dialogue to create lasting positive change in their daily negotiations, organizations, families and communities.

By building positive relationships, leaders develop and sustain strategic alignments within the organization.

School leaders play a critical role in fostering schoolwide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff members.

Since positive peer influence is extremely helpful in encouraging supportive behaviours and positive values, the program has developed a model for the effective use of Peer Leaders to assist younger students.

We call upon government, business, community and faith - based leaders to take responsibility and develop the leadership and resources necessary to lead a national effort to promote healthy marriages, responsible fathers, and strong families that result in positive outcomes for both children and adults

Leader's use the tools to help inform participants about the child welfare system and the role of foster parents, develop the necessary skills to become a successful foster / adoptive parent and assess families to determine if they are a positive fit for the role of a foster parent and for their agency.

As a teacher, mentor or leader you can facilitate significant positive change in the lives of young people by supporting them to develop a healthy self esteem.

Strategies: Promote positive role models; develop leaders through education; develop learning infrastructure; make available opportunities for people to meet, mix and celebrate; make available opportunities for the expression of talent.

Strategies: Promote positive role models; develop leaders through education; develop learning infrastructure; make available opportunities for people to meet, mix and celebrate.

«It's exciting to see the grant money being used in a way that brings out the best in these youth — these are our future leaders, and the Lloydminster Community Youth Centre is giving them opportunities to grow and develop in positive ways.»