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Servant Leadership Institute
Dr. Kent Schlichtemeier
Director, Servant Leadership Institute
(949) 214-3256
[email protected]
By Dr. Jill Swisher Posted on 7/18/2022 - 1 minute read
Retention is a key component for institutions with adult education programs. To support adult learners, best practices in place from program entry through exit equip program leaders for the challenges in working with the needs of adult populations.
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By Eugene P. Kim, Ph.D. Posted on 7/7/2022 - 8 minute read
There are nearly as many theories of change as there are theories of leadership, ranging from anachronous armchair advice to pithy philosophical prescription. Rapid Change (Laipple, 2012) rewards the agile, accelerated and adaptive leader. In contrast, in Theory of Change (Drucker, 1954), clarification of long-term goals or outcomes precedes short-term or early outcomes or conditions. Gap Analysis (McKinsey, Nadler-Tushman, PESTEL, etc.) simplifies the change process, asking where we are , where we want to be, and how we get there. John Kotter’s (2007) seminal article in the Harvard Business Review is distinguished in both its rigorous empiricism and pragmatic applicability, offering organizations unique strategies for and obstacles prevalent to eight distinct stages of change.
By Magazine Editorial Team Posted on 6/25/2022 - 2 minute read
Concordia’s new Servant Leader Institute offered its inaugural Educator Leadership Academy in May 2022 and attracted educators from across California to cultivate their skills as servant-leaders for education.
By Ruth Reynoso Posted on 5/24/2022 - 3 minute read
Every year it is documented that the gap in math learning is widening (National Center for Education Statistics, 2021). Students and teachers too often state they do not like math or that they are bad at it. During parent-teacher conferences, parents put the blame on themselves passing on the “bad math gene” to their children by saying, “I was bad at math, so I see why my child is bad at it, too.” Sometimes, students just don’t understand what they are learning and how it builds off itself and this causes an issue with teachers needing students to put in effort to learn the material.
By Joshua Medrano, M.Ed. Posted on 4/4/2022 - 4 minute read
When I began my teaching journey in South Central, Los Angeles, my time there as a first-year teacher was a blessing because of the leadership team. The leadership team established multiple supporting systems that allowed me to enhance my pedagogical practices and methodology. But now, eight years and two schools later, I realized that what made the school successful was the style of the leadership team. There was a teacher-first attitude that permeated throughout the school culture. The administrators genuinely valued the staff and worked to create an environment where people felt safe, and their health was a priority. Reflecting on my first school and experiencing the COVID-19 pandemic as a teacher, I began to think about how leaders can support their teams in a post-pandemic educational setting.
By Kent Schlichtemeier, Ed.D. Posted on 3/30/2022 - 3 minute read
In 1970, Robert Greenleaf, a retired leader from AT&T, proposed a new leadership model called - servant leadership. Greenleaf asserted that a leader’s number one priority should be to “serve others first.” This seminal leadership model inverted the traditional top down leadership style with one where the leader has a genuine desire to first help and develop others rather than settle on a myopic interest of self.
Posted on 3/15/2022 - 7 minute read
In 1994, Daniel Goleman, Eileen Growald, and a team of dedicated professionals joined forces to address an aspect of human development missing from educational settings. The group, now known as Collaborative for Academic, Social, and Emotional Learning (CASEL), focused their time, talents, and resources toward the enhancement of Social-Emotional Learning (SEL) for preschool thru high school students (CASEL, 2021a). Today, the organization has established a framework for implementation, CASEL 5, that guides educators in creating supportive environments and developing whole child learning experiences.
By Linda Lopez Posted on 7/6/2021 - 3 minute read
The online classroom, whether temporary or permanent, has certain characteristics that make it somewhat different from traditional face-to-face interactions. Here are my four tips, based on almost a decade of online teaching and learning.
By Dr. Tanya Tarbutton Posted on 3/2/2021 - 2 minute read
The MAEd Educational Administration program at Concordia University Irvine recognizes the value of partnerships in strengthening the learning experience for candidates. One partnership that enhances the student experience and overall quality of the program is our partnership with the Association of California School Administrators (ACSA).
By Linda Lopez Posted on 1/22/2021 - 3 minute read
As a teacher, I almost always enjoy the collegiality of the teacher’s break room. After the school closures and finding ourselves working from home, I soon noticed that most of the communication was from the top down. I wondered how my fellow teachers were doing.