Derek Zboran’s Post

CPD Short Course on the Awareness of "LEADERSHIP-Emotional Intelligence Perspective"

In ACUE's module Addressing Imposter Phenomenon and Stereotype Threat, faculty, staff, and leaders learn to recognize indicators of imposter phenomenon and stereotype threat and learn practices designed to reduce their impact, including cultivating a sense of belonging and promoting a growth mindset. In addition, the module includes practices to build confidence through the use of skill-building opportunities.

Addressing Imposter Phenomenon and Stereotype Threat Earned 10/22/24 Description In ACUE's module Addressing Imposter Phenomenon and Stereotype Threat, faculty, staff, and leaders learn to recognize indicators of imposter phenomenon and stereotype threat and learn practices designed to reduce their impact, including cultivating a sense of belonging and promoting a growth mindset. In addition, the module includes practices to build confidence through the use of skill-building opportunities. Criteria Individuals who earned this badge (a) implemented technique(s) for Addressing Imposter Phenomenon and Stereotype Threat and (b) received full credit on a written reflection in which they described their implementation, successes and challenges encountered including student and peer responses, and outlined their plan for continued refinement and use of the practices in this module.

Addressing Imposter Phenomenon and Stereotype Threat Earned 04/15/24 (COMPLETED) Description: In ACUE's module Addressing Imposter Phenomenon and Stereotype Threat, faculty, staff, and leaders learn to recognize indicators of imposter phenomenon and stereotype threat and learn practices designed to reduce their impact, including cultivating a sense of belonging and promoting a growth mindset. In addition, the module includes practices to build confidence through the use of skill-building opportunities.

LEARN MOORE, PREVENT MORE 📚 Sharing knowledge is imperative to build a culture of prevention.  The transfer of knowledge is a key part of our mission. As educators, we prioritize the pursuit of learning with the experts of tomorrow and the leaders of today. See how you can learn more at: https://lnkd.in/ebQTVy88 

It brings me great joy to see our tutors recognized in the Peer-Led Team Learning International Society newsletter. They are a team of devoted, diligent, and ambitious individuals whom I regularly boast about. Below is a snippet. Sean McClain, Ed.D Ruben Paz "STICHES has opened opportunities for students interested in a career path towards health science. Through robust team collaboration serving as the cornerstone of the program, actively involved students quickly cultivated enduring skills in long term thinking, effective communication, and a nurturing environment conducive to student success." april24.pdf (pltlis.org) To view full article, click on the link above, scroll down to "Previous Issues," click on that and voila The Peer Leader-Current issue. We're on the 7th page😊

‘One thing we know, if you’re not prepared to be wrong then you’ll never come up with anything original’. (Sir Ken Robinson) In a world of awards and titles and experts and profit, it’s not easy to talk about being wrong. But it’s happening all the time. And in not talking about it we might skip some embarrassment but I wonder if we’re missing an opportunity to see what we actually gained. To start the ball rolling, recently I undertook an analysis and completely forgot about a particular approach which was new best practice. I had to redo it. Learnt: - you forget things when you don’t do them for a while - guidance is there, read it - and a follow on lesson from that - guidance is updated and includes new stuff! - slow down - less doing, more being with the task - my pride/ego doesn’t like failure - you’re never too old/experienced to ask a second opinion https://lnkd.in/erkVETMq

Navigate the business world from a biblical foundation with the Corporate Culture microcredential! From emotional intelligence to conflict resolution, this program equips leaders with essential skills for success in today's business environment.  Click here to enroll today:

🌟 Attention Principals! 🌟 Here are five key strategies to minimize teacher shocks and enhance retention: Foster open communication, implement consistent professional development, and provide mentorship programs.

Teacher supervision is a mandated process. However, both the teacher and administrator often feel that it falls short of the intended outcomes: to support teachers’ continuous professional growth, and to provide data and feedback that enables the teacher to self-monitor, self-manage, and self-modify. In this short session, learn what makes supervision a truly collaborative partnership between the supervisor and the teacher. From “Learning-Focused Supervision: Developing Professional Expertise in Standards-Driven Systems,” by Lipton and Wellman