Sáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt Nam

Sáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt NamSáng kiến áp dụng mô hình quản lý giáo dục quốc tế gắn với việc làm của Mỹ về Việt Nam

SÁNG KIẾN ÁP DỤNG MÔ HÌNH QUẢN LÝ GIÁO DỤC QUỐC TẾ GẮN VỚI VIỆC LÀM CỦA MỸ VỀ VIỆT NAM Phan Thanh Tuyền, Trường Đại học Tây Đô PHẦN MỞ ĐẦU Lý chọn sáng kiến, giải pháp, đề tài: Sứ mệnh thúc đẩy thành tích học sinh chuẩn bị cho khả cạnh tranh toàn cầu cách bồi dưỡng giáo dục xuất sắc đảm bảo tiếp cận bình đẳng (Our mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access – from www.ed.gov) Và ví dụ: Tiểu bang California cung cấp giáo dục đẳng cấp giới cho tất học sinh, từ thời thơ ấu đến tuổi trưởng thành Sở Giáo dục phục vụ nhà nước cách đổi cộng tác với nhà giáo dục, nhà trường, phụ huynh, đối tác cộng đồng Cùng với nhau, đội, chuẩn bị sinh viên để sinh sống, làm việc phát triển đa văn hóa, đa ngôn ngữ, đánh giá cao kết nối với giới (California will provide a world-class education for all students, from early childhood to adulthood The Department of Education serves our state by innovating and collaborating with educators, schools, parents, and community partners Together, as a team, we prepare students to live, work, and thrive in a multicultural, multilingual, and highly connected world – from www.cde.ca.gov) Cần đẩy mạnh việc hội nhập với quốc tế từ quan quản lý cao Nhiệm vụ Bộ ngành trung ương Sở Giáo dục địa phương để thúc đẩy giáo dục xuất sắc, để đảm bảo tiếp cận bình đẳng với hội giáo dục cho tất Giúp sinh viên có thêm nhiều khoản tài trợ từ doanh nghiệp, cộng đồng tổ chức phi phủ đến học sinh, sinh viên Việt Nam Nếu trình độ sinh viên trường ta trình độ cấp với sinh viên Mỹ trường, vấn đề xuất lao động chất lượng cao phát triển mạnh để thu nhiều ngoại tệ cho gia đình đất nước vấn đề chảy máu chất xám giảm mạnh đủ số mạnh chất phát triển bền vững Điểm mới, tính sáng tạo sáng kiến, giải pháp, đề tài: + Quản lý điều hành đạo giáo dục tầm nhìn hội nhập với khu vực Asean quốc tế + Đẩy mạnh việc đào tạo tương đương theo chuẩn Châu Âu ngoại ngữ môn học khác cấp học đào tạo học sinh, sinh viên Việt Nam + Thiết lập (theo mô hình http://www.nationsreportcard.gov): Thẻ Báo cáo quốc gia việc đánh giá liên tục có sinh viên biết làm môn học khác Khám phá biểu đồ bên phải cho nhìn tổng quát xem chuyên sâu kết cách sử dụng trình đơn Báo cáo đầu trang Nine subjects Three grades One report card PHẦN NỘI DUNG Thực trạng vấn đề mà sáng kiến, giải pháp, đề tài cần giải Hiện vấn đề tiền đóng học phí học kỳ cho nhà trường, chi phí sinh hoạt tối thiểu hàng tháng sinh viên vấn đề quan tâm chi phí mua tài liệu học cao + Sinh viên vay tiền đóng học phí chi phí sinh hoạt tối thiểu (Student Loans): + Thanh toán khoản vay (Repaying Loans): + Các khoản vay Mặc định (Defaulted Loans): + Tha thứ cho vay (Loan Forgiveness): + Người phục vụ cho vay (Loan Servicers): Để có khoản trợ cấp, cho vay trực tiếp, Ba mẹ gia đình vay cho con, viện trợ nhà nước, bạn phải hoàn thành Hiện trường đại học có Hội khuyến học trường, vận động quyên góp từ mạnh thường quân doanh nghiệp từ quỹ an sinh nhà trường Nhà nước thường tổ chức kiện gây quỹ để hỗ trợ cho học sinh nghèo hiếu học Phương pháp thực sáng kiến, giải pháp, đề tài, cách áp dụng vào thực tiễn: Đề nghị phát triển cổng quản lý website Bộ Giáo dục Đào tạo Việt Nam đa ngôn ngữ, thêm vào tiếng Anh, Hoa, Khmer: Hình từ Website http://www.ed.gov Bộ Giáo dục Mỹ Cần cung cấp viện trợ tài sinh viên nước, tài trợ cho hàng triệu tâm trí người Mỹ theo đuổi ước mơ học tập (We are proud to sponsor millions of American minds pursuing their educational dreams) A Federal Pell Grant - Không giống khoản vay, hoàn trả lại (A Federal Pell Grant, unlike a loan, does not have to be repaid) Xin xem thông tin hướng dẫn link (https://www.youtube.com/user/federalstudentaid ) Học bổng quà Họ không cần phải hoàn trả Có hàng ngàn người, cung cấp trường học, sử dụng lao động, cá nhân, công ty tư nhân, phi lợi nhuận, cộng đồng, nhóm tôn giáo, tổ chức chuyên nghiệp xã hội Và Bộ có văn phòng phụ trách quản lý thông tin Bộ Giáo Dục & Đào tạo cung cấp ba loại trợ cấp: +Trợ cấp tùy ý: trao trình cạnh tranh +Sinh viên vay vốn trợ cấp: giúp học sinh học đại học +Trợ cấp công thức: sử dụng công thức xác định Quốc hội trình ứng dụng Biểu đồ: Hoạt động học sinh tiểu học tiêu biểu Mỹ (Participation in Activities by a Typical Student, by Type of Activity and Amount of Time of Engagement per Week) - Nguồn Bộ Giáo dục Mỹ Biểu đồ: Hoạt động học sinh tiểu học tiêu biểu Mỹ (Reading Activities Emphases, by Reading Skill Emphasized and Inclusion Level) - Nguồn Bộ Giáo dục Mỹ Tính khả thi sáng kiến, giải pháp, đề tài "Với dự luật này, tái khẳng định Mỹ lý tưởng-rằng trẻ em, không phân biệt chủng tộc, thu nhập, nền, mã zip nơi họ sinh sống, xứng đáng hội để làm cho sống họ họ muốn." - Tổng thống Barack Obama "With this bill, we reaffirm that fundamentally American ideal—that every child, regardless of race, income, background, the zip code where they live, deserves the chance to make of their lives what they will." — President Barack Obama Xin xem file luật giáo dục Tổng thống Obama link: (có đính kèm sáng kiến dự thi gởi BTC) https://www.whitehouse.gov/sites/whitehouse.gov/files/documents/ESSA_Progress_Report.pdf Đề nghị Việt Nam làm biểu đồ theo mẫu biểu đồ hàng năm: Biểu đồ: Thu nhập trung bình phân phối tỷ lệ từ 25 đến 34 tuổi, cử nhân người nhận mức độ cao người tuyển dụng, theo nhóm nghề nghiệp chính: 2014 Mỹ Biểu đồ: Thu nhập trung bình hàng năm toàn thời gian, quanh năm người lao động độ tuổi 25-34, trình độ học vấn: 2014 Mỹ Biểu đồ: thu nhập trung bình hàng năm toàn thời gian, quanh năm người lao động độ tuổi 25-34, trình độ học vấn: 2000-2014 Hiệu sáng kiến, giải pháp, đề tài: Kết đạt (lợi ích) suất, chất lượng mặt khác (nếu có) so với thực trạng chưa áp dụng sáng kiến, giải pháp, đề tài) + Nhanh chóng đổi toàn diện giáo dục Việt Nam theo kịp nước phát triển trình độ giảng viên điều kiện phòng thí nghiệm, thực hành việc làm đa quốc gia sau tốt nghiệp + Xin BTC xem video Digital Hybrid Socratic Seminar (CA Dept of Education) https://www.youtube.com/watch?v=fXwu_UV-uQU ; Đây mô hình học có sử dụng phương tiện máy vi tính phần mềm Hình chụp từ Video clip đường link cung cấp Hình chụp từ Video clip đường link cung cấp Hình chụp từ Video clip đường link cung cấp Digital Hybrid Socratic Seminar (CA Dept of Education) PHẦN KẾT LUẬN Ý nghĩa, phạm vi áp dụng ảnh hưởng sáng kiến, giải pháp, đề tài + Khi triển khai nghiên cứu sử dụng đưa vào lộ trình triển khai tương lai với nghiên cứu từ chiến lược phát triển giáo dục quốc gia Việt Nam Quốc hội thông qua + Sự liên kết Việt Nam Mỹ thuận lợi có liên kết giáo dục Trường Đại học, Cao đẳng, Trung cấp dạy nghề Và Quản lý giáo dục từ lãnh đạo Bộ Sở ban ngành địa phương Những kiến nghị, đề xuất + Mong thiết kế chương trình cho người du học nước với trường công nhận Việt Nam Văn chứng Đơn vị chủ quản (phòng/khoa) ………, ngày … tháng … năm 20 Người đề xuất sáng kiến, giải pháp, đề tài Cần Thơ, ngày 02 tháng năm 2016 Hiệu trưởng Ngày … tháng … năm 20 HÌNH ẢNH MINH HỌA CHO SÁNG KIẾN (Xem thư mục file đính kèm) Sự chung tay nhà nước, doanh nghiệp cộng đồng để tìm cách giúp sinh viên trả tiền học phí Hình Website: https://fafsa.ed.gov 10     Completion of coaching sessions with a real client; Written reflective practice assignment to post graduate standard, including familiarity with current coaching research literature and appropriate referencing; Coachee to ‘coach the coach’ and receive detailed written feedback; A high level of commitment to building coaching capability and to the practice of coaching in current or future roles Note:    Participants will also cover their own costs for telephone connections associated with Phase coaching practice and mentoring discussions; Coaching session dates and times will be mutually arranged; Where a coaching appointment is cancelled with less than 24 hours’ notice an additional fee of $300+GST will be charged The Coaching Accreditation Program (CAP) has been designed for leaders and managers in the education sector who are committed to building their leadership skills to manage themselves and others towards improved performance and greater role satisfaction Participants of Phase have three pathway options: Standard Accreditation Accreditation Plus Skill Sharpening Phase is optional but is required if you seek accreditation in the GCI coaching system and rights to use GCI coaching systems and materials in your practice PROGRAM DELIVERY       Seven one-to-one hour telephone coaching sessions Completion of six coaching sessions with a real client Written reflective practice assignment to post graduate standard, including familiarity with current coaching research literature and appropriate referencing Coachee to ‘coach the coach’ and receive detailed written feedback A high level of commitment to building coaching capability and to the practice of coaching in current or future roles Detailed feedback on the written bridging assignment required for application into the University of East London (UEL) programmes and assistance with UEL application NB: Acceptance into the UEL (or other) postgraduate coaching programmes is not automatic Participants will need to: 21    Achieve high skill levels in coaching practice; Demonstrate, in the written assignments, insightful thinking in relation to coaching in educational contexts together and a familiarity with current research, including appropriate referencing; Demonstrate to ability to reflect insightfully about their coaching, developing strategies to move from being a ‘good to great’ coach This option provides the opportunity for participants to undertake an assessment tool of choice* to develop increased knowledge and appreciation of the value of assessment tools in the coaching process and to learn more about your work preferences and personality style An additional cost is involved for the assessment tools so completion of this is not mandatory Choice includes: Team Management Systems TMP, Human Synergistics LSI 360° feedback instrument, Everything DiSC® Workplace Profile, Myers Briggs Type Indicator® or Genos EQ360 Note:    Participants will also cover their own costs for telephone connections associated with Phase coaching practice and mentoring discussions; Coaching session dates and times will be mutually arranged; Where a coaching appointment is cancelled with less than 24 hours’ notice an additional fee of $300+GST will be charged The Coaching Accreditation Program (CAP) has been designed for leaders and managers in the education sector who are committed to building their leadership skills to manage themselves and others towards improved performance and greater role satisfaction Participants of Phase have three pathway options: Standard Accreditation Accreditation Plus Skill Sharpening Phase is optional but is required if you seek accreditation in the GCI coaching system and rights to use GCI coaching systems and materials in your practice PROGRAM DELIVERY    x 40 minute phone coaching sessions that focus on providing additional individual coaching to support the workshop learning in participant’s selected coaching skill development area No written assignment This option does not lead to GCI accreditation 22 Note:    Participants will also cover their own costs for telephone connections associated with Phase coaching practice and mentoring discussions; Coaching session dates and times will be mutually arranged; Where a coaching appointment is cancelled with less than 24 hours’ notice an additional fee of $300+GST will be charged This program has been designed for leaders and managers in the education sector who are committed to building their leadership skills to manage themselves and others towards improved performance and greater role satisfaction         Develop knowledge and skills in a common methodology Develop coaching skills including questioning, listening and giving feedback View and practice quality coaching conversations More competently use coaching to support your own and others’ development Give effective feedback that leads to action for professional growth Plan for enhancing collaborative practice through coaching Build a sophisticated degree of coaching competence and confidence into your leadership repertoire, so you can lead, manage and influence others more effectively than ever before Provide greater work opportunities by adding coaching to your career options and skill set After successful completion of Phases to 3, participants have the option of completing Phase and gaining accreditation in the GCI coaching system See Phase for more information PROGRAM DELIVERY Phase – Two day workshop Phase – School based flexible learning Phase – Two day workshop The Creating Superb School Leadership Teams™ program aims to build the capability of the school leadership team to work together to achieve whole–school improvement Through a combination of online learning modules, peer interactions and coaching, the program introduces strategies to develop shared vision and establish group protocols, shape team learning and build a coaching culture within the school 23 By combining world-class research on high-performing teams with local input, the program presents a unique opportunity for principals to participate in an Australian first in the area of school leadership team effectiveness It offers quality professional development that reflects experiential and action learning principles This program:       Supports the AITSL National Professional Standards for Principals Is oriented towards the enhancement of self-knowledge Is based on the latest leadership team research, theories and models Learning is supported and consolidated Models effective professional development Provides for on-the-job application and transfer of learning reinforced PROGRAM DELIVERY Seven modules (3 weeks per module excl school holidays) over 6-8 months:        Introduction What kind of leadership team/s I need? Articulating the purpose of the leadership team/s Brining people on board the leadership team Creating a solid structure for your leadership team Assessing the effectiveness of your leadership team Coaching your leadership team AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program The Emerging Principal’s Program is the leading emerging principal’s program in Australia and draws on the latest available evidence about the effective learning and teaching in schools and school leadership Theoretical and practical learning is supported and consolidated through powerful online collegiate tutorials and one-to-one coaching/mentoring, helping to build mutually-supportive, reflective and professional collegiate groups Relying on a blended learning approach, the program is delivered in five phases over 12 months  Practical and effective leadership skills 24     Increased self-awareness Effective responses to challenging situations and environments Realistic and achievable approaches to goal setting and improving student outcomes A strong and supportive professional network PROGRAM DELIVERY Phase – Preparation Phase – Three day workshop Phase – On-the-job action research project Phase – Two day workshop Phase – Reflective learning, mentoring and collegiate tutorials AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program This blended learning program has been developed as a direct response to an expressed need by experienced Principals for a practical program to support them in remaining current and challenged in this exciting and ever changing environment     Transition with confidence into new educational contexts and settings Broaden your awareness and understanding of policy Strengthen your ability to lead key educational initiatives Broaden your capacity to deal with ambiguity and uncertainty associated with change and transition PROGRAM DELIVERY Phase – Pre-program preparation Phase – Three day workshop Phase – In school project and collegiate coaching Phase – Three day workshop Phase – Refinement of project submission AIMING HIGHER? 25 If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program re you ready to take the step from a teaching role to a formal leadership position in the foreseeable future? Can you see yourself inspiring colleagues and communities and successfully managing the development of a school? QELi’s Future Leaders program is designed to support teachers aspiring to, or moving into, formal school leadership positions The program builds confidence through practical advice, skills and support to enable participants to become highly effective and influential leaders in their school You will develop clear insights into your leadership style, and learn leadership strategies that are transferrable across emerging educational contexts This is a month ‘blended’ learning program introducing aspirants to innovative leadership evidence and research, focusing on leading self, leading a team and leading a school The core objectives of the Future Leaders Program are:      to acknowledge that understanding self is a critical component in building leadership capacity and capabilities of self and others; to understand that leadership in a learning environment is predicated on a deep understanding of the relationship between effective teaching practice and educational leadership at every level; to understand that leading requires personal and professional resolve, and a clear picture of the strategic intent of the learning environment; to understand the necessity of big-picture understanding of the learning environment, and that good management is an essential tool for being an effective leader; to understand that the school is embedded in the local and broader community, and that educational leaders build their capacity to engage and partner with wider community groups to expand this network PROGRAM DELIVERY Pre-program – Preparation Phase and – Workshop Phase 3, 4, & – Online and on the job Phase – Workshop AIMING HIGHER? 26 If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program This two-day workshop is designed to provide time-out from doing and provide opportunities for reflection while being practical and activities focused This is an opportunity to develop leadership skills and confidence, with lasting improvements in team morale, member accountability and results The workshop will present content to enable participants to develop their own team leadership action plan The themes to be covered are as follows:               Clarifying leadership style; Building connections within the team; Creating working agreements; Defining roles and responsibilities; Communicating expectations; Managing performance; Having difficult conversations; Handling people with difficult behaviours; Refining processes for communication and decisions making; Embracing a culture of achievement and celebration; Promoting accountability and action planning; Less Procrastination and More Success (creating a powerful vision, goal setting and planning); Less Surviving and More thriving (Branding of self and team, defining team purpose); Burn Bright Without Burning Out (achieving big, without sacrificing personal and team well-being) PROGRAM DELIVERY Phase – Program preparation Phase – day workshop School operating environments are increasingly devolved and complex Today, school leaders face a range of pressures which can make it difficult to gain critical feedback and reach full potential Coaching is a proactive strategy that allows you to step outside your day-to-day responsibilities and focus on your own self-reflection and development A coach is someone who is there for you and QELi seeks out the best quality national and international coaches available These coaches will help you clarify your goals for school improvement, maximise your strengths, explore your options and take decisive action Coaching conversations unlock your capacity to maximise your own performance as a leader Our coaches hold expertise and experience in areas such as: 27        Leading organisational development Business improvement strategy Student engagement Improving staff and school performance Self-reflection and growth Change management Building successful teams PROGRAM DELIVERY If you’re interested in embarking on this quality coaching initiative, please contact QELi today Blocks of coaching sessions are offered face-to-face, online or over the phone The Introduction to Middle Leadership Program has been designed for highly effective classroom teachers who may be considering a middle leadership role in a school Teachers often find themselves in the position of being required to perform the duties of a middle leader Held over two days, it will equip you with the skills necessary to ensure you are able to demonstrate that you have the capacity and capability to be a competent and effective middle leader       Assist in enhancing the quality of teaching and learning in their school Understand and build Emotional Intelligence in relation to self and team Act confidently in contributing to school mission and goals Remain flexible in responding to and supporting change initiatives Understand the importance of effective communication and timely feedback Learn how to demonstrate middle leadership potential PROGRAM DELIVERY Phase – Pre-program preparation Phase – Two day workshop AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program Business Managers work in an increasingly devolved and accountable environment Held over six months, this program will help you lead diverse teams, adapt to change 28 and work collaboratively to achieve improved governance and business deliverables for your school You will:     Increase your understanding of self and your impact on others Harness and develop the skills and talents of a diverse team Build skills in leading and influencing others Effectively manage change to align to the improvement of school systems and processes PROGRAM DELIVERY Phase – Introduction Phase – Two day workshop Phase – School based leadership project Phase – Two day workshop AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program Our Mentoring Skills for Educators Program is designed to develop and amplify your proficiency to work effectively with others Your own performance, together with the performance of others, will be enhanced through skilfully applying mentoring techniques that build trust, productivity and efficiency in the workplace The program will affirm why mentoring assists in building a collaborative and inclusive workplace culture, enabling better interactions and outcomes for all educators, both in the classroom and within the broader school community         Leadership and the capacity to recognise opportunities to mentor Define different kinds of Mentoring Relationships How it differs to other approaches, when it is most appropriate Mentoring in the educational context Whole brain mentoring, using the HBDI Profile to gain awareness of self and others The management of relationships e.g teacher/pupil, teacher/parent, leader/teacher, peer/peer Pedagogy, teaching and learning Professional Practice – AITSL Standards PROGRAM DELIVERY 29   One day workshop Two group teleconferences AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program This quality professional development program enables middle leaders across all schooling sectors to gain exposure to and learn from high quality leadership practice, with a particular focus on the effective leadership of teaching and learning The Middle Leadership Program is about developing highly effective middle leaders of teaching and learning to effectively close the gap in achievement and reduce variation in schools The program promotes a culture of willingness to support others in their learning and to know how to this, by providing expert input and coaching PROGRAM DELIVERY Phase – Pre-program preparation Phase – Three day workshop Phase – In school project Phase – One day workshop Phase – In school presentation AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program This program assists participants to move beyond friendship to a relationship that enablesrigour and challenge and that supports the learning of participants Participants will be from one of three groups:  Classroom teachers working as reciprocal coaches 30   In-school coaches such as literacy coaches or mentors supporting early career teachers Those with staff supervision responsibilities who wish to use classroom observation processes in a more structured way It is recommended that participants register in pairs         You will learn how to work in partnership and move a professional relationship beyond friendship to a relationship that enables rigour and challenge and that supports the learning of participants A brief introduction to coaching and the GROWTH model Bringing skills of listening, questioning and paraphrasing to conversations about practice Exploring a model to make meaning of classroom observation data Demonstration of data based coaching conversation with the GROWTH model Deconstructing the process and consolidating learning Practice conversations Summary and next steps PROGRAM DELIVERY Phase – One day workshop Phase – In school application of principles Phase – One day face-to-face consolidation and next steps workshop AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program Performance Conversations: A solutions focused approach is a one day program suitable for leaders who have line or performance management responsibilities Considerable time is given to both performance conversations demonstrations as well as practise conversations The program uses the solutions focus principles and rating system to bring an innovative way to building solutions into performance management conversations PROGRAM DELIVERY One day workshop   Why talking about performance is important and why most leaders find it hard A solution-focused approach to performance conversations: what is it and why it can offer an alternative approach 31   Feedback, coaching and performance conversations Demonstrates what a solutions-focused performance conversation looks like AIMING HIGHER? If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program esilience is an ongoing process It is our ability to adapt and bounce back when things don’t go the way we planned Resilient people don’t focus on failure or the negative – they acknowledge the situation, learn from the mistakes and move forward This program will provide participants with the opportunity to develop individual resilience skills to enhance personal well-being and performance which in turn contributes to enhanced team performance and organisational outcomes PROGRAM DELIVERY Phase – Pre-program preparation Phase – One day workshop Held over six months, it brings together Principals in a diverse range of small schools in rural, urban and metropolitan settings across Australia A key element of the program is the development and implementation of a collaborative learning project with business, industry and the broader community     Improve learning opportunities and outcomes for young people Strengthen the education community through collaborative approaches that achieve sustainable improvement and outcomes Understand your role in enhancing economic and community development through educational leadership Explore the potential that such changes provide in the development of collaborative partnerships between education, community and business to enhance education opportunities and outcomes PROGRAM DELIVERY Phase – Pre-program preparation Phase – Three day workshop Phase – In school project Phase – One day workshop AIMING HIGHER? 32 If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program Designed specifically for teams of busy instructional leaders, Plug and Play modules are a perfect solution for gaining skills and confidence to empower your own teaching team Register three of your own team today for $1400+GST To register please email registrations@qeli.qld.edu.au (Please email QELi if you are interested in attending with fewer than three people) The Plug and Play Teach Like a Champion sessions will provide teachers and leaders with:     The opportunity to experience effective training, from the teacher perspective The resources and support to return to their schools and lead effective Teach Like a Champion training sessions A practice-based approach to teacher and leader development On-going implementation support to school leaders PROGRAM DELIVERY Phase 1: pre-program, month prior to workshop Phase 2: face-to-face, day workshop – 10 & 11 October 2016 Phase 3: coaching and embedding the habits in your daily life, and you school’s culture QELi has partnered with Women and Leadership Australia to present this exceptional program This program is designed to support high-achieving women seeking to enrich their personal and professional knowledge Throughout the program, the participant group is encouraged to form a close knit network designed to assist each person in their learning This unique process is the hallmark of the Women and Leadership Alliance Program Following on from the official workshop, many groups have built lasting relationships, regularly meeting up to discuss their challenges and success    Develop the key knowledge, skills and capabilities required to lead schools and their communities Build confidence to move into high-level leadership roles Develop a network of colleagues dedicated to leadership growth PROGRAM DELIVERY Phase – Pre-program preparation Phase – Two day workshop AIMING HIGHER? 33 If you successfully complete the program and all assessment tasks, you may be eligible for recognition of academic credit at several Queensland and Australian universities Further information on articulation pathways will be discussed during the program 34 TÀI LIỆU THAM KHẢO Website http://www.qeli.qld.edu.au Website http://www.icare.org.au Website https://www.education.gov.au Website http://www.education.wa.edu.au/home/detcms/portal/ Website http://www.education.vic.gov.au/Pages/default.aspx Website https://internationaleducation.gov.au/Pages/default.aspx Website http://www.dec.nsw.gov.au Website https://www.decd.sa.gov.au Website http://www.education.act.gov.au 10 Website https://education.nt.gov.au 11 Website http://www.education.uwa.edu.au 12 Website https://www.studentsfirst.gov.au 13 Website https://eduportal.education.gov.au 14 Trang Web http://gse-beo.edu.vn/vi-sao-giao-duc-australia-thu-hut-nhieu-du-hocsinh-viet-nam/ 15 Trang Web https://www.studyinaustralia.gov.au/vietnam/australianeducation/education-system 16 Trang Web http://www.aqf.edu.au/aqf/about/what-is-the-aqf/ 17 Trang Web http://www.etc.com.vn/consult/detail/tong-quan-ve-nen-giao-ducuc.161.aspx 18 Trang Web http://duhocaau.vn/vn/du-hoc-cac-nuoc/20/gioi-thieu-he-thong-giaoduc-uc.html 35