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Dean Vivian Fueyo Dean Darrell Garber Dean Brad Balch.

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Presentation on theme: "Dean Vivian Fueyo Dean Darrell Garber Dean Brad Balch."— Presentation transcript:

1 Dean Vivian Fueyo Dean Darrell Garber Dean Brad Balch

2 Leadership Leadership is not mobilizing others to solve problems we already know how to solve, but helping them to confront problems that have not yet been addressed successfully. Teacher Education Council of State Colleges and Universities

3 A Framework for Leadership Teacher Education Council of State Colleges and Universities

4 Building a leadership team What do you want to accomplish? Who will help you? How do you build the structure? Teacher Education Council of State Colleges and Universities

5 Hiring Strategic vision Budget analysis Authorization Search process Interviewing Making an offer Teacher Education Council of State Colleges and Universities

6 Resources for Hiring rces/Guidelines_Recruitment_Selection_Faculty/G uidelines_Recruitment_Selection_Faculty_Membe rs.htm Teacher Education Council of State Colleges and Universities

7 Tenure and Promotion Begins as soon as the contract is signed Mentoring Feedback Determining success and failure esources/tenure_promotion.htm Teacher Education Council of State Colleges and Universities

8 Resources Bensimon, E. M. & Neumann, A. (1993). Redesigning collegiate leadership: Teams and teamwork in higher education. Baltimore, MD: Johns Hopkins University Press. Bright, D. & Richards, M. (2001). The academic deanship. San Francisco: John Wiley and Sons. Dickeson, R. (1999). Prioritizing academic programs and services: Reallocating resources to achieve strategic balance. San Francisco: Jossey- Bass. Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco: John Wiley Wergin, J. (2003). Departments that work. San Francisco: John Wiley Teacher Education Council of State Colleges and Universities

9 Delegating Duties Delegating is much easier if people volunteer and take ownership. Without ownership, delegating can look like micromanagement. Purkey uses the definition inviting from the Latin invitare meaning “to summon cordially”.

10 Delegation lines up with the progression of leadership. Where you begin depends on where you are sitting. Simple exercise of power to get work done Transactional The leader and followers “bargain” with one another to get the work done. Transformational The leader and followers engage in a common cause. Moral Leadership A shared mission, a shared purpose and shared values.

11 Leadership Style A leader has to match the leadership style with the needs of the followers. Use if a group member lacks knowledge about a certain procedure. Authoritative Style Use with group members who understand the objectives and their role in the task. Participative Style Use if the group members know more than you do about the task. Delegative Style

12 Communication Message Timing Means

13 Working with the Media Essentially there are four “triggering events” that would cause the Dean to interact with the media. 1. Publicizing an event 2. Capitalizing on accomplishments from: College Department(s) Faculty Staff 3. Sharing an unusual or unique story 4. Serving as an expert to the media

14 Rules of Engagement Work through your University Public Relations Office. Be respectful of media deadlines. Identify “experts” in the College Be well prepared Be available

15 Utilizing Advisory Groups Generally, advisory groups serve two purposes: 1. NCATE compliance and best practices The unit and other faculty collaborate with P-12 practitioners in program design, delivery and evaluation of the unit and its programs. 2. Alumni and donor outreach Colleges have alumni groups in cooperation with their University Foundation. (That relationship is important here.) Summer2010.pdf Summer2010.pdf

16 Shared Leadership and Building Capacity – The Essentials! Vision – Mission - Core Values Conceptual Framework Diversity Plan Academic Plan Strategic Plan

17 Vision – Mission - Core Values Vision Vision - It’s about creating a movie of the mind that carries us from our present “what is” into a future of the best we can imagine…“what ought be.” It’s our dream! Mission Mission - A straightforward, clear, and concise statement that defines who we are, who we serve, what we do, and why we do it. Global enough to capture the larger purpose and specific enough to provide direction. Core Values Core Values – Describe Relationships Underscore the Whole Unit Clarify Who We AreArticulate What We Stand For Requires No External Justification

18 Conceptual Framework The conceptual framework includes aligned educator preparation elements, describing the overall philosophy and purpose of the unit. The Framework should also include the knowledge base, theories, research, and wisdom of practice.

19 Diversity Plan The Plan is underscored by a Cultural Audit The Plan has three primary goals: To build and maintain an inclusive campus environment. To recruit, support, retain, and graduate a diverse student population. To maintain and enhance diversity in employment of staff, faculty, and administrators. An Implementation Team is essential. As the saying goes, “What gets measured gets done!” Therefore, a committee reviews the Measures of Progress each year, identify persons responsible for goal accomplishment, and makes recommendations. The committee updates the diversity web page and posts relevant data.

20 Academic Plan It is a purposeful effort to enable the following: reflect on existing programs, opportunities, or efforts in terms of additional support, revision, or elimination; identify new programs, opportunities or efforts; reflect on the current department model for the college as it regards existing and new programs; consider appropriate staffing and supports; respond with creative and innovative solutions to three change forces – declining funding, rising expectations, and rapidly developing technology; and, reflect on the success/failure of our external partners in relationship to our own programs, opportunities, and efforts.

21 Academic Plan Continued Academic planning yields many desirable outcomes. The exercise should favorably address the following: increased enrollment, retention and graduation rates; strengthen collaboration across programs, personnel, and academic units; enhance the professoriate (discovery, integration, application, teaching, learning, service); optimize our human resource commitment (existing and future personnel); reduce costs; increase revenue opportunities; eliminate course duplication; and, seek new alignments for enhanced academic opportunities.

22 Academic Plan Continued The 10-year academic plan should respond to the following grand-tour questions: What will education professions look like in the next 10 years relative to our college programs/services? What are the challenges facing education professions and how can the college best position itself for these challenges through 2020? How will programs/services respond to three change forces through 2020– declining funding, rising expectations, and rapidly developing technology? If the college were to become the leading education provider, what programmatic/service opportunities should the college pursue? This might include, (1) eliminating programs/services, (2) collaboration, partnerships, and new program/service alignments, (3) consolidation of programs/services, and (4) identifying resources for these opportunities.

23 Strategic Plan A strategic plan will enable a unit’s mission and assist in achieving the vision. The strategic plan also allows a unit to take a big- picture view of itself over the next several years (e.g., 5) and be well positioned for distinctiveness in a change- oriented environment. In part, it should include planning goals, timelines, a process, and overall desired outcomes.

24 Examples Vision – Mission – Values: Conceptual Framework: Diversity Plan: f f Academic Plan: Strategic Plan:

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