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Office of the National Director, NESLI
Global Schools Leadership Alliance
111 SW 5th Avenue, Suite 3150
Portland, Oregon 97204

 

Email: info@nesli.education

Phone: 844 652 5944

Web: www.nesli.education

Office of the National Director, NESLI
Global Schools Leadership Alliance
111 SW 5th Avenue, Suite 3150
Portland, Oregon 97204

 

Email: info@nesli.education

Phone: 844 652 5944

Web: www.nesli.education

Send

Name:

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The latina ADVANCED LEADERSHIP PROGRAm

Participant experience

The Latina Advanced Leadership Program is an integrated development program that focuses on the critical dimensions of effective senior leadership within the schooling context.

The program employs an integrated learning methodology combining expert tuition, peer knowledge sharing, practical workplace application, and guided personal thought and reflection. The program is delivered part-time over six months to ensure participants have time to fully integrate their learning into their everyday practice.

PROGRAM THEMES

Mindful and authentic leadership

The first theme introduces participants to a values-based operational framework as they explore the relationship between personal authenticity and effective performance. Participants take a deep dive into the traits and behaviours that define exceptional leaders in today’s society; and consider how to synthesize their personal aims and objectives with that of their role in order to optimize their impact and stay focused on their goals.

CONFLICT AND FEEDBACK – THE DNA OF PERFORMANCE

When handled effectively, conflict leads to a better awareness of other people’s feelings and can be highly productive. The second theme approaches conflict and feedback as proactive performance management tools and fundamental ingredients in effective communication.

Mastering influencing and negotiation

Our ability to effectively influence and negotiate with others is fundamental to success in all areas of life. As leaders we use these skills every day to settle differences and achieve optimal outcomes for our school. This theme will explore the psychology involved in influencing others and negotiating for a particular outcome.

LEADING INNOVATION AND CHANGE

This theme focuses on the leadership qualities involved in driving innovation and change. Using a case study approach, participants explore the way in which innovation and change are inextricably intertwined. Participants then examine leadership challenges during times of crisis, gaining an understanding of the way in which they can help build a flexible, agile organization.

Participants undertake a capability reflection to evaluate their ability and confidence in key areas. Results from this simple assessment support each participant to develop a personal action plan to help them achieve their developmental objectives.

Throughout the program, self-directed learning content is accessible via our state of the art online learning management system (LMS) allowing participants to engage with it at any time from any device. Content includes high quality video tutorials, ‘best practice’ leadership literature, experiential activities and reflective tasks. Throughout the program, participants are also free to connect with each other 24/7 via the LMS and discuss ‘top of mind’ issues.

Throughout the program participants engage in seven live webinar sessions, focused on rich discussion and debate, relevant to each topic area. Accessible from any mobile or desktop device, and conducted outside of regular classroom hours, these sessions create a regular connection point enabling collaborative exploration of key ideas and concepts.

Creating my pathway

As our everyday environments increase in complexity it is easy to become distracted by the immediate at the expense of what’s truly important. The final theme centers on developing a coherent and dynamic ‘game plan’ for future career and life fulfilment. Within the context and expectations of their own workplace, participants consider the steps required to fully realise their career potential.

Throughout the program, participants take part in a number of adaptive leadership challenges. By contextualising major themes within real world situations, the challenges reinforce key learning and equip participants to operationalize new approaches.

During the program participants enter into a peer coaching partnership with a co-participant. The peer coaching process is an important element within the program enabling participants to hone their skills as role models and coaches within their school.

6

program snapshot

Program duration

6 months

Capability Reflection
Peer Coaching Sessions
Interactive Content Sessions
Adaptive Leadership Challenges
Self-paced Learning Modules

Standard enrollment Fee: $2,500

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5
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5
5​

"NESLI’s Advanced Leadership Program has had a profound impact on my career, and has been without a doubt the best professional course I have ever done. I did the program whilst I was a deputy principal, and the skills and confidence that I gained throughout the program gave me the self-belief to apply for and get the position of principal. Don’t hesitate to do this program! It is interesting and invigorating but most importantly extremely helpful."

Juliette Keefe, Principal

Online session 3: 

Conflict and feedback​

Capability Reflection​

Online session 1: 

Program orientation​

Online session 2: 

Mindful and authentic leadership​

Peer Coaching Session 2

Online session 4: 

Influencing and negotiation​

Peer Coaching Session 3

Online session 5: 

Leading Innovation and Change

Peer Coaching Session 4

Online session 6: 

Creating my Pathway

program map​

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TIME

Adaptive Leadership Challenge 1​

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2:00

Adaptive Leadership Challenge 2

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Adaptive Leadership Challenge 3

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Adaptive Leadership Challenge 4

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Peer Coaching Session 5

Online session 7: 

Reconnect

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Adaptive Leadership Challenge 5

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Peer Coaching Session 1

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The Latina ALP is a six month professional development program for female school leaders. 

Focusing on the interpersonal and behavioural dynamics associated with senior leadership, the program combines rich, multi-media learning resources with peer level discussion and collaboration.

Participants engage in a deep exploration of their own strengths, weaknesses and opportunities as they relate to leadership within the context of their school. Working collaboratively throughout the program, participants co-construct their learning journey through sharing their insights and experiences. The program equips participants with the skills and confidence to lead more effectively and accelerate their own career progression. Additionally, the program assists female leaders to create powerful, life-long professional networks. The program is designed to meet the developmental needs of senior leaders. Accordingly, participants are expected to hold or be actively working towards a senior leadership role.

OVERVIEW

Develop the capabilities to lead successfully
in the contemporary school environment.

Leverage existing leadership capabilities and extendand engage in a process of continuous self-development.

Apply the learning gained from case-based scenarios and adaptive leadership principles to broader contexts.

Provide opportunities to work with peers to test assumptions, explore strategies and refine approaches to common issues.

Facilitate growth in others.

Support the application of learning to school practices and context.

Embrace a transformational ‘leader as learner’ mindset.

In partnership with

lesley university

Currently 52% of U.S school principals are women but only 6% are Latina women mainly located in California, Texas and Florida.

The Latina Advanced Leadership Program aims to highlight the game-changing role of Latina women within the U.S school system and provide high quality leadership development sympathetic to their unique challenges and opportunities.​

background

Background and rationale for the program and increasing the representation of Latina women leaders within U.S schools:

  • Latino students continue to suffer low graduation rates; however, studies have shown that minority students who feel culturally represented by their leaders have higher levels of school attendance, fewer dropouts and better academic outcomes.
  • According to the state of higher education report (2015), Latinas who have been effective as principals, within majority Latino school students, have achieved outstanding improvements in the schools. We need to build upon and broaden this work.
  • According to the American Institute for Research, the majority of students in the 100 largest school districts are Latino.

Why having more Latina leaders can have a positive impact for superintendents:

  • An increase in Latina leaders will significantly help to accomplish superintendent goals in highly Latino school districts.
  • Female superintendents will have increased support from Latina leaders in schools with majority Latino students.
  • Latina leadership is highly diverse and inclusive by nature and Latina leaders can play a pivotal role as integrators who understand and champion diversity within their schools.
  • The development of a network of Latina leaders within the broader school system will help guide superintendents in understanding the deeply diverse needs of the Latino community and create improved outcomes for students.

In partnership with

Women & Leadership international

Valeria Silva, former superintendent of one of the largest urban school districts in Minnesota, has been longtime leader in raising the importance of racial equity in public schools to provide opportunities to all students. Her courage, drive, innovative vision, and focus in personalized instruction using technology as a tool have made her stand out as an educational leader in the United States for the last three decades.

Before becoming superintendent she spent her career working in different roles in the educational system. From classroom teacher, to administrator, to state department official, to consultant, always bringing her previous experiences to ensure all voices were heard while transforming educational systems. Uniquely, Ms. Silva came to the United States from Chile in the early 1980’s with limited English skills. She considers herself an English language learner which makes her even more aware of the difficulties and incredible opportunities new comers face in United States educational system.

Her outstanding work has been awarded several national and international recognition awards, such as “Dr. Effie H Jones Humanitarian” by The School Superintendent Associations (AASA); “Outstanding Contribution for English Language Learners Achievement” by the Council of Great City Schools (CGCS); “Leaders to Learn From” by Educational Week; “100 Mujeres Líderes de Chile” by El Mercurio; and “10 Chilenos que Están Cambiando el Mundo” by Televisión Nacional de Chile. 

In the last 22 months Ms. Silva has focused her work in helping to improve the educational and leadership system of latinos in Puerto Rico. She has provided professional development to hundreds of Latino educators and is currently delivering executive coaching to Superintendents in Puerto Rico.

Valeria Silva

Senior leadership is the process of strategically influencing and guiding an organization towards meeting and ultimately exceeding its core objectives.

At a school level, this translates into achieving the best possible outcomes for students through providing ongoing direction for staff, pioneering innovation and change in learning and teaching practice and establishing a safe, supportive and enriching environment.

The learning intentions for this program are:

KEY LEARNING INTENTIONS

Develop the capabilities to lead successfully
in the contemporary school environment.

Leverage existing leadership capabilities and extend
and engage in a process of continuous self-development.

Apply the learning gained from case-based scenarios
and adaptive leadership principles to broader contexts.

Provide opportunities to work with peers to test assumptions,
explore strategies and refine approaches to common issues.

Facilitate growth in others.

Support the application of learning to school practices and context.

Embrace a transformational ‘leader as learner’ mindset.

program
facilitator

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