Faculty, students, practitioners, preceptors and staff members in pharmacy education are accountable to our patients, to our colleagues, and to ourselves as we discover and advance knowledge, promote lifelong learning, promote successful patient outcomes, and enhance professional practice.
The desired successful outcome s and overall care for our patients must be our focus in the discovery and development of new therapeutic modalities, drug delivery systems, therapeutic guidelines, and methods for optimizing patient medication usage.
Leadership for Learning
Intellectual curiosity and a willingness to learn are central to students, faculty members, practitioners, and preceptors as they strive to better improve the care of their patients. Each of us must also assume a leadership and educators' role in ensuring our patients' understanding and involvement in their care. Each of us also takes a leadership role in our accountability to each other as we learn and improve our organizations. We must be willing to assume leadership roles, as needed, to ensure the successes of other individuals and teams in our colleges and schools. We must be willing to learn the new skills needed to effectively work and collaborate in a team environment and to better utilize our individual leadership skills.
Learning is essential to the success of teams and groups in our own organizations.
Committed to building strong leaders at every level
Learning and utilizing knowledge and skills needed to improve team dynamics, learning, and outcomes must be the focus for professional education and development. We also must provide opportunities for faculty members, students, practitioners, preceptors, and staff members to enhance their skills as leaders through educational programs. Leadership skills and tools can be learned from individuals across our colleges and schools.
What's surprising is who is teaching whom. The member firm's Digital Mentoring program pairs passionate social media experts with top leaders who are seeking to become adept users of LinkedIn, Twitter, and Yammer.
Course content
The program is just one example of how the millennial generation is turning leadership on its head, and how Deloitte is enabling this new paradigm. At Deloitte, we are helping both young and experienced professionals prepare for leadership responsibilities through formal training and informal opportunities that allow them inspire their peers, make an impact, and build critical skills. Deloitte's commitment to growing leadership skills and providing member firm clients with the impactful solutions they need is exemplified by the Deloitte University campus in Westlake, Texas.
FY marked a number of important milestones for Deloitte University, starting with the celebration of its second anniversary and the hosting of a number of spotlight events.
Leadership Development: Leadership for Learning
Exploring inclusion in the 21st century workplace was the theme of the March two-day launch event of the Deloitte University Leadership Center for Inclusion. Focused on developing the multicultural competencies, mindset, and behaviors to lead inclusively and leverage diversity to improve business decisions, the program is now part of the Global Lead Client Service Partner Program.
Here are some of the things researchers have found: Leadership must focus on teaching and learning, rather than just on other administrative and management tasks. This form of leadership is traditionally called instructional leadership. Other names include learning-centred leadership Dimmock, , leadership for learning , or leadership of teaching and learning.
Leadership appears to have greater effects on teaching and learning if it is not monopolized by the principal, but distributed across other senior- and middle-level leaders in school, even teachers Leithwood, In other words, leadership makes a larger contribution to teaching and learning if it is seen as a process that can be grown, shared and distributed.
For leadership to be effective in improving student learning, it matters what practices principals and other school leaders focus on, even within the instructional domain. For example, it was traditionally thought that time spent by the principal in classrooms, or the number of visits made by the principal to classrooms, is an effective instructional practice. Recent evidence suggests, however, that it is what the leader does qualitatively as a result of classroom visits — particularly in terms of evaluating and giving positive feedback to teachers — that really matters, not the time spent.
The higher the hierarchical position of the leader, the greater the likelihood that effects on teaching and learning will be indirect. The converse is also true: Of all the leadership practices, the largest effect on student outcomes, according to Robinson et al.
This is followed by two other practices: The leadership practices with greatest effect on student achievement were: These are some of the areas where we need to devote more research effort: Although we are confident that the more leadership is distributed in schools, the larger is its effect on student achievement, research is still in its infancy as to what form distributed leadership should take. One way in which this might be done is through professional learning communities. But what form and composition should they take?
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How should they function? Are some forms more effective than others?