February 1997 Newsletter
Volume 9, Number 2

Grantwriting Seminar Will Teach Fundamentals of Grantsmanship

Over 90% of grant proposals are rejected. Why? Because they are poorly conceived and poorly written. A Grantwriting Seminar sponsored by the LEAD Center aims to help participants learn to improve the odds by understanding and applying grantseeking and grantwriting fundamentals. The program will feature Dr. Richard Timmins, former Director of the North Dakota Community Foundation, and include topics such as the language of grantsmanship, how to design a special project and find a funding source, and how to develop a winning proposal. In addition, participants will move from theory to practice with hands-on simulations and guided practice in designing a special project and writing a grant proposal. The program will be offered on April 7, 1997, in Mandan and repeated on April 15th in Fargo. School administrators, teachers, counselors, and special project personnel are welcome to attend. Discounts are available for school district teams. See the registration form inside for more details.
Seven Habits a Win-Win for Educators
In his best seller, The Seven Habits of Highly Effective People, author Stephen Covey uses an iceberg as a metaphor to explain the difference between personality and character. He explains that our personality is like the tip of the iceberg that others see while our character is the vast mass of the iceberg unseen below the surface. Personality development usually involves appearances and emphasizes learning new techniques; however, character development comes about through understanding and applying principles. Developing character as a way of increasing educator effectiveness is a dramatically different approach to educational leadership training. However, that is exactly the philosophy embraced in The Seven Habits of Highly Effective People training sponsored by the LEAD Center. Currently, two Seven Habits classes are underway and more are planned. One of those classes involves the Williston School District where new ground is being broken by offering Seven Habits training as a professional development option for teachers in the district. "The Seven Habits training is an excellent mechanism for staff members to reach higher levels of effectiveness," said Dr. Bob Osland, Williston superintendent. "The concepts are very applicable for teachers and administrators alike as leaders in the educational process. I'm thrilled when I see teachers using the concepts to enhance the way they teach." The program involves presentations, group interaction, and individual application of the principles and concepts. A flexible format, ranging from three consecutive days to multiple sessions over the course of several months, allows for adaptability in scheduling the training. The next Seven Habits class is scheduled to begin in April. Check the registration form inside for more details or inquire with the LEAD Center about scheduling Seven Habits training in your school district or area.
Aspiring School Leaders' Conference
Who will be the next generation of leaders in North Dakota's schools? To address that question, the LEAD Center is sponsoring a one-day conference intended to generate excitement as well as present a realistic portrayal of the joys and trials of school leadership. The Aspiring School Leaders' Conference will be held on Thursday, April 24, 1997, at the Kelly Inn in Bismarck. Current school administrators are encouraged to identify and recruit individuals who might be future school leaders and sponsor them for this event. As educational leaders we leave a lasting legacy of our own leadership through the people we develop. Practitioners are asked to pass along the registration information (inside) and encourage them to attend the conference. If at all possible, support participation through time off, registration fees, and travel expenses.
Superintendent Leadership Academy
Expanding Skills and Thinking
"How will schools of the 21st Century be different from today's schools?" "How can we increase achievement levels?" and "What is the superintendent's role in leading and managing change?" These were just a few of the questions explored during the second phase of the Superintendent Leadership Academy held recently. The program is designed especially for school superintendents to enhance their knowledge and skills and expand their thinking in the area of leadership, all with a focus of improving student achievement. The format for the Superintendent Leadership Academy is similar to the highly successful Instructional Leadership program now in its seventh year. Participants come together for training during three phases over the course of a year. Between each phase there are opportunities to reflect on current practices and test out new ideas or new skills. The major topics in the program include: resolving conflict; producing champions as building and academic leaders; managing diversity and leading change; goal-setting with the board and strategic planning; hiring the right people and coaching for growth; servant leadership; and getting the most out of meetings. The final phase of the Superintendent Leadership Academy will be held in April and plans already are under way to offer the program again during 1997-98.
Practitioners Learn Mentoring and Coaching Strategies
A future leaders project is under way that aims to better link administrator preparation with practice in the field. One component of the project involves training practicing administrators to serve as mentors and coaches for new or aspiring educational leaders. Because someone is an experienced school administrator does not necessarily mean they already know how to be a good mentor/coach. The aim of Mentoring and Coaching training is to increase the likelihood that mentoring will be successful where it already may be going on informally. In addition, the new TCU/UND educational leadership masters program places increased emphasis on field experiences. Having trained mentors in place also increases the likelihood that these experiences will be successful as well. One Mentoring and Coaching training session was held earlier this year and another is scheduled in March.
LEAP Project Successful
Nearly 40 new UND/TCU graduate students tested their educational leadership skills this fall by taking part in a program designed to help them prepare for future school leadership roles. The Leadership Early Assessment Program (LEAP) is a cooperative effort by the LEAD Center and the universities to identify and develop outstanding candidates for educational leadership positions. Instead of talking about what they might or should do in a given situation, LEAP participants are challenged to actually demonstrate their knowledge and skills through realistic simulations while being observed by a team of trained assessors. After each simulation, participants meet with an assessor to discuss and receive feedback and coaching on their performance. In addition to verbal feedback, each participant receives a written report which outlines strengths, possible problem areas that might derail their success, and suggestions for growth and development. The process is designed to help aspiring school leaders by providing base-line data to be used in preparation program planning and long-term professional development. During 1997-98 LEAP will be offered to early-career principals as a professional growth experience to help diagnose their skills and prepare individual development plans.