Leadership and Supervision, #58 Outcome Summary Wisconsin Technical College System (WTCS)

Information

Alternate Title:	WTCS Certification Education Requirement #58
Requirement Number	WTCS 58
Credits	2
Approximate Hours	80
Instructional Area	Supervision and Leadership Development
Developers	Peg Gross, NTC and Jim Begotka, NWTC
Approval Date	2/26/03

Target Population

This professional development requirement is intended to lay the groundwork for excellence in teaching and educational leadership in the Wisconsin Technical College System.  The target audience is leadership professionals holding positions requiring WTCS certification and includes technical college teachers and those serving in other technical college supervisors and administrators.

Description

Prepares practicing or aspiring leaders and supervisors of instructional staff in the WTCS to provide effective leadership of the planning, design, implementation, evaluation and marketing of learning opportunities and other related services. Emphasis on contributions to a learning college and team environment. Participants evaluate models and share best practices in their leadership role and overall responsibility of coordination of the delivery of quality learner-centered products and services. Participants will differentiate the roles of leader and manager and grow to appreciate followers and their professional and personal growth. Strategies for the optimization of human and financial resources and compliance with laws, policies and procedures will also be addressed. Successful completion of WTCS Wisconsin Leadership Development Institute (WLDI) may substitute for this course.

Goal

Provide effective leadership of staff and the delivery of instructional related products and services, and contribute to the learning college and learner-centered environment at the learner's respective WTCS district.

Core Abilities
A.	Communicate effectively
	Indicators
	learner comprehends written material learner writes clearly, concisely, and accurately
B.	Work cooperatively
	Indicators
	learner contributes to a group with ideas, suggestions, and effort learner completes his/her share of tasks necessary to complete a project learner encourages team members by listening and responding appropriately to their contributions learner accepts constructive feedback combine ideas or information in new ways promote divergent thinking in self and others recognize the roles of problem solving, personality styles, and group process in  creative thinking
C.	Think critically and creatively
	Indicators
	demonstrate the free and flexible use of imagination combine ideas or information in new ways promote divergent thinking in self and others recognize the roles of problem solving, personality styles, and group process in   creative thinking
D.	Demonstrate global awareness and sensitivity
	Indicators
	learner respects the rights of others learner recognizes cultural differences in order to promote understanding for a  cooperative work and social environment learner expresses an understanding of the interconnections and interactions among people and systems (political, economic, social, and natural) and the necessity of balancing human needs with the limitations of world resources learner respects cultural diversity and pluralism
Competencies and Performance Standards Unit A - Leadership, Styles and Philosophy
A.1.	Analyze current theories and models of leadership in a learning college
	Performance Standards
	You will demonstrate your competence: Summary paper on leadership models with a bibliography Artifacts compiled in a portfolio Reflective paper on philosophy of leadership Online discussion Your performance will be successful when:   Summary paper addresses 2-3 models of leadership that are consistent with the learning college model   Summary paper describes the role of the leader with individual staff, teams, and the institution/organization overall   Summary paper recognizes change processes, and/or  transformation and continuous improvement   Summary paper addresses relationship with follower or subordinates   Reflective paper addresses personal characteristics, values and interpersonal skills of the learner as attributes, strengths or development opportunities relating to his/her leadership capability   Reflective paper communicates a particular style or set of guidelines for dealing with situations involving the leadership role   Reflective paper addresses a core set of responsibilities of the leader   Reflective paper addresses accountability of leader to self, followers, higher leaders and organization overall
	Learning objectives
	What you will learn as you master the competency:
	a.	Engage in reflective thinking on one's personal characteristics, including values and interpersonal skills
	b.	Define leader and differentiate from manager
	c.	Analyze 2-3 leadership models
	d.	Define role of leadership within a learning college environment
	e.	Develop a personal philosophy of leadership

Unit B - Continuous Improvement
B.1.	Analyze models of continuous improvement, including the learning college
	Performance Standards
	You will demonstrate your competence: Online Discussion List of continuous improvement elements and/or principles Your performance will be successful when: you characterize continuous improvement   you identify elements of continuous improvement you characterize a learning college   you characterize a learning organization
	Learning objectives
	What you will learn as you master the competency:
	a.	Complete a review of several models of continuous improvement
	b.	Characterize elements of continuous improvement
	c.	Characterize a learning college
	d.	Characterize a learning organization
	e.	Relate continuous improvement to learning college and learning organization

B.2.	Evaluate a plan for continuous improvement
	Performance Standards
	You will demonstrate your competence: Critique of an existing action plan for a team or department at your respective district. And, Outline of a plan for incorporating continuous improvement into that existing plan. OR, Create or revise a plan to include elements of continuous improvement for your team or department Your performance will be successful when: you maintain critical thinking throughout your critique your critique and outline incorporate the following items as key principles of continuous improvement: systems thinking, plan-do-study-act (PDSA), learning, data, measures or success indicators, planned abandonment or "shelf life" of the plan you accompany the critique with an outline of steps that integrate the list of continuous improvement elements you created   your critique and accompanying action steps are in a format ready to present to your team or department. OR, you revise an existing or create a new plan of continuous improvement in a draft form ready to present to your team or department for feedback your revision or new plan addresses the following key principles of continuous improvement: systems thinking, plan-do-study-act (PDSA), learning, data, measures or success indicators, planned abandonment or "shelf life" of the plan your revision or new plan incorporates the list of continuous improvement elements you created
	Learning objectives
	What you will learn as you master the competency:
	a.	Obtain a  and action plan or strategic plan for your team or department within your respective district
	b.	Evaluate the plan or initiative for elements of continuous improvement
	c.	Create or revise a plan to include elements of continuous improvement
	d.	Incorporate systems thinking into the creation or revision of a continuous improvement plan
	e.	Incorporate a system of measures or identify data elements to indicate success (success indicators)
	f.	Adhere to the principle of "planned abandonment" in creating or revising a continuous improvement plan

Unit C -Individual and Team Performance
C.1.	Develop a performance management strategy for individuals and teams in instructional units/departments.
	Performance Standards
	You will demonstrate your competence: An online critique of another performance evaluation instrument or model A model or strategy outline for a performance management process Your performance will be successful when: your critique addresses the areas of: performance indicators, identification of performance gaps, feedback, timeliness of feedback, identification of achievements and performance gaps, promotion of professionalism and professional development goals.   your model or strategy addresses feedback content, timeliness of feedback, feedback tied to job description, identification of performance gaps, promotion of professionalism and professional development goals. your model addresses a correlation of individual performance to team performance   your model includes a linkage to organizational initiative, mission and vision.
	Learning objectives
	What you will learn as you master the competency:
	a.	Generalize performance management related terms and concepts
	b.	Evaluate an individual performance management and evaluation system
	c.	Evaluate a team-based performance management model
	d.	Identify principles that enhance the effectiveness of performance management
	e.	Correlate professional development of faculty (full-time and part-time) with performance management
	f.	Relate the responsibility of performance management to your leadership role and style

Unit D - Partnerships and Collaborations
D.1.	Establish strategies for building partnerships and community relations
	Performance Standards
	You will demonstrate your competence: Budget scenario paper with flowchart or timeline   Online discussions Your performance will be successful when: you recognize the value of internal or external networking   you address the mutual benefit of the partnership (win/win) you account for resources and infrastructure involved in the partnership   you incorporate indicators for assessing the value and benefit of the partnership you address contingencies the planned abandonment/dissolving of the partnership
	Learning objectives
	What you will learn as you master the competency:
	a.	Compare case studies of partnerships between business and education
	b.	Describe elements of a partnership
	c.	Describe strategies for effective interactions with potential partners
	d.	Value a partner relationship
	e.	Develop a strategy for developing internal or external partnerships
	f.	Establish criteria to determine if maintaining the partnership adds value to both parties (planned abandonment)

Unit E - Financial Resource Management
E.1.	Apply principles of financial resource management
	Performance Standards
	You will demonstrate your competence: Online case study analysis Your performance will be successful when: you illustrate the team/department budget process incorporating capital allocation, budget planning, budget approval, reporting and reconciling process for expenditures - meaning the inputs and outputs of each   you describe key categories for expenditures and revenue for your team/department budget you correlate the budget process with strategic planning   you correlate and describe how your leadership style would influence the decisions and action steps you would make in a budget scenario you cite resources that contributed to this assessment activity and may serve as a future reference
	Learning objectives
	What you will learn as you master the competency:
	a.	Obtain a budget for your team or department
	b.	Generalize the budget process at your respective technical college
	c.	Describe the budget approval process at your technical college
	d.	Identify the major sources and categories of revenue (capital) for your team or department
	e.	Identify the major sources and categories of expenditures for your team or department
	f.	Describe the budget reporting process (reconciling) for your team or department
	g.	Describe the data analysis procedures/process used within your team or department for prioritizations and decision making (return on investment, cost analysis, cost justification, cost estimates, etc.)
	h.	Describe your leadership style and rationale for decisions you might make as a leader in a budget related scenario

Unit F - Human Resource Management
F.1.	Evaluate the role of a leader in human resource management
	Performance Standards
	You will demonstrate your competence: PowerPoint or concept maps of HR concepts in relation to the role of the leader and supervisor of instructional staff Online discussion Your performance will be successful when: you illustrate relevant elements of public employment law   you illustrate elements that contribute to conflict you illustrate principles of dealing with and managing conflict   you identify strategies for coaching staff and teams you identify strategies for implementing mentoring with staff you illustrate the principles behind job descriptions as they relate to performance
	Learning objectives
	What you will learn as you master the competency:
	a.	Identify public employment laws related to the role of leader and supervisor of instructional staff
	b.	Identify resources for current public employment law information
	c.	Develop conflict management skills
	d.	Identify effective coaching and mentoring strategies
	e.	Associate with the process of developing job descriptions and evaluating job tasks as they relate to performance evaluations
	f.	Develop human resource related guidelines pertaining to the leader and supervisor role

Unit G - Development of the Leader and Team
G.1.	Develop a plan for professional growth of self, individual staff members and teams of an instructional unit/department or team
	Performance Standards
	You will demonstrate your competence: in discussion questions posted online in a plan of professional growth to include in portfolio in a leadership philosophy statement and reflection Your performance will be successful when: you develop an action plan for professional growth related to leadership and supervision, complete with goals and success indicators   you assess the match between personal preferences/attributes and desired career pathway you encourage team development over time   you apply concepts of collaboration with team, followers and colleagues
	Learning objectives
	What you will learn as you master the competency:
	a.	Reflect on personal leadership style and the traits of a effective leader
	b.	Formulate a philosophy of leadership
	c.	Devoted to idea of professional development and continued improvement on an individual professional basis
	d.	Appraise current skill, knowledge and ability in the areas of leadership and supervision explored in class
	e.	Develop a plan for professional growth and improved effectiveness as a leader in the WTCS

Last Reviewed/Revised: February 26, 2003

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