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Recent audit reports by the Auditor General noted the potential impact to Canadian Armed Forces readiness due to sub optimal Defence Supply Chain performance. To identify the root cause of performance deficiencies and assess the adequacy of existing training, a systematic approach was employed to identify the knowledge and skills required by each Supply Chain role to perform their share of tasks across 39 Processes. Based on the Department of National Defence Supply Administration Manual (SAM), the project team mapped Processes and Tasks to all applicable Supply Chain Phases. Processes and Tasks were also mapped to each role and the training priority was determined based on Difficulty, Importance and Frequency (DIF) analysis. We then mapped topics/teaching points from relevant course to existing processes and Tasks; and generated a list of processes and Tasks with “adequate”, “limited” or “no” curriculum to support the acquisition of requisite knowledge and skills for each role. The analysis revealed:   • All roles contribute heavily to the overall success of the Supply Chain in an integrated work environment – necessitating an understanding of the impact of their work on others.  • Developing curriculum incrementally over the years based on specific, sometimes narrow needs/performance and without a comprehensive map as outlined above yielded inefficient learning solutions.  • Developing role-based solutions in parallel with process-based curriculum resulted in gaps and duplication of effort. This paper reaffirms the need for “getting back to basics”. A thorough analysis and mapping of actual work/role requirements based on an authoritative reference, using a systematic process enabled by a leading-edge Training Management System, will provide a robust analysis framework. Training gaps and overlaps will become evident, and a blueprint for a comprehensive re-organization of the curriculum will naturally emerge.

Trauma assessments that holistically examine youth and families, such as the North Carolina Family Assessment ScaleTrauma/Well-being version (NCFAS-T/WB), are valuable tools in the creation of service plans. Data from an outcomes project were used to test the psychometric properties of the NCFAS-T/WB using the original scale and a revised version. Good reliability and validity were found across both versions, supporting its use in outcomes assessment.

Parents of children with autism spectrum disorders are generally known to experience elevated levels of stress and poorer psychological well-being. To provide treatments and resources that most effectively support parent mental health, it is critical to understand how parents’ connections with various networks and systems impact their well-being. This study examined the relationship between the psychological well-being of mothers of adolescents with ASD (n = 20) and their systems of support from an ecological systems theoretical framework. Findings indicated that most connections across mothers’ ecosystems were strong in nature. However, the presence of strong connections was not significantly related to psychological well-being. In contrast, stressful/weak connections were significantly related to elevated levels of depressive symptoms, perceived stress, and sense of burden.

Primary sources are the foundations of historical research because they are artifacts representing first-hand accounts or connections to the event, time, or place being investigated. The reality is that many IDT researchers do not have training in historical source analysis, nor do many researchers know where to find primary sources in the field of IDT, or how to conduct historical research if interested. Thus, this article retraces the history of the Association for Educational Communication and Technology’s archive, and reveals where primary sources are located. The article details the history of the AECT archive to understand its significance in research. Next, a description on how to begin an archival visit, how archives function, and how to research within the archive is given – including examples. Last, the authors discuss the importance of historical archive preservation and research to the field of IDT.

Purpose - This paper aims to contribute to the literature on principal preparation by examining the experiences of novice principals and what their experiences mean for principal preparation in the USA.Design methodology approach - The researchers employed qualitative methods to examine the experiences of four novice principals over a two-year period.Findings - The findings suggest that the current climate of efficiency and accountability is contributing to the socialization of principals who focus on the technical aspects of administration over the of relational aspects leadership.Originality value - This study focuses on the link between preparation programs and the practice of novice principals, an area that has not been fully explored in the literature.

“This book is right on target with its thought-provoking ideas and concepts on the characteristics of successful educational leaders.”—Thomas F. Leahy, Consultant, Executive Search Department, Illinois Association of School Boards“Our best teachers obtain great results by building positive relationships with their students. Gray and Streshly show how our best principals do the same thing and how these behaviors can be learned and practiced.”—Kevin Singer, Superintendent, Topeka Public Schools, KSBuild your capacity to lead your school to greatness!Great leaders are made, not born. Written by the authors of From Good Schools to Great Schools, this sequel shows how great school leaders can be developed and how leaders can acquire the powerful personal leadership characteristics that the best administrators use to lead their schools to greatness.Based on sound strategies and the work of Jim Collins, Susan Penny Gray and William A. Streshly tackle how to build relationships, communicate effectively, exercise your personal will with humility, face brutal facts, get faculty on board, and build a school culture of self-discipline. Chapters include: Case studies that provide an ongoing context for professional learning; Self-assessments that reveal your inherent leadership dispositions; Interviews and tips from exceptional principals in the field; Strategies for developing specific leadership qualities; Application exercises that reinforce how to put the strategies into action; Reflection activities that encourage professional growthAppropriate for both individual and group professional development, Leading Good Schools to Greatness reveals how leadership skills can be learned and used to take your school to the next level.

This book was written out of conviction that educational administrator preparation programs need to become more responsive to changes and challenges in the complex and dynamic social arena of education. In part 1, three main themes are developed--cultivating meaning, cultivating community, and cultivating moral responsibility--which are then positioned against national themes about the core of educational administration: school improvement, democratic community, and social justice. Leadership is viewed as organically related to teaching and learning, as concerned with internal capacity building in response to state-imposed accountability pressures. Part 2 attempts to place the working out of these themes within the organizational and institutional life of the school. Educational administrators are asked to bring contemporary philosophical, ethical, and anthropological issues, as well as learning theory, social theory, and political theory into their thinking about daily school operations. The book asserts that school improvement narrowly defined as improving results on high-stakes tests can likewise place the nation at risk. Exercises challenge readers to use the ideas of each chapter to analyze current practices in their schools and to propose concrete changes to improve the teaching and learning environment of their schools. Each chapter concludes with a list of references. (RT)

In 1990, the National Policy Board for Educational Administration identified 21 Performance Domains that define the basis for exemplary principal performance. Chapter 1 of this book challenges the principal to consider the 21 Domains in terms of the entire leadership performance of the school. Chapter 2 considers the unique role of the 21 Domains in the standards-based movement that has begun to reshape not only school administration, but also the entire educational enterprise. Chapter 3 is a reminder that the career of the principal may be a long one, requiring special attention at every stage. Chapter 4 speaks to the way in which the principal can move his or her school toward becoming a true learning organization--one in which the interpersonal behavior of everyone in the school is driven by learning norms. The final chapter asks the question \"The principalship: for what purpose?\" It is not enough to be an effective leader. The principal must move his or her school toward becoming a learning organization that is based upon democratic principles and that guarantees success for all students. The book concludes with a strong statement of belief and moral declaration that every school can and should be a place where all children learn. (Contains 94 references.) (RT)