F UTURE Knowledge, Diversity, Community, Excellence

Transcription

1 Guiding Principles for Enhancing the 21st Century Futures III College of Education at the University of Missouri-St. Louis Charles D. Schmitz, Dean UNIVERSITY OF MISSOURI ST. LOUIS COLLEGE OF EDUCATION 201 EDUCATION ADMINISTRATION BLDG. ONE UNIVERSITY BOULEVARD ST. LOUIS, MISSOURI E D U C A T O R S F O R T H E F UTURE Knowledge, Diversity, Community, Excellence J U N E jb

2 & T H E L E A D E R S H I P L E A R N I N G C O N N E C T I O N LEADERSHIP & LEARNING are indispensable to each other. John F. Kennedy ( ), speech prepared for delivery in Dallas the day of his assassination, November 22, 1963

3 09FuturesIII brochure:**04brochure 6/17/09 12:30 PM Page 5 I Faculty members of the College of Education continue to create the 21 st Century College of Education with an Educ ators for the Future: Knowledge,Diversit y, Communit y, E xcellence understanding that today s institutions face complex challenges. To meet those challenges, the College of Education facilitates and models a form of inclusive and collective leadership, whereby all stakeholders in the education enterprise help to shape educational programs and to define educational goals. n no other field does the opportunity to lead others become a greater privilege and responsibility than education. Citizens of a democracy look to educators to teach their children, to learn new skills, to enhance critical thinking, to embark on lifelong careers, to counsel people through difficult life challenges, and to inspire citizens to lead healthy, productive lives in a free and equitable society. The University of MissouriSt. Louis College of Education embraces its obligation to prepare educators who will practice and model the finest qualities of a democratic society. The College of Education FACILITATES and MODELS a form of INCLUSIVE and COLLECTIVE LEADERSHIP. This document reflects the College of Education s collaborative effort for defining and committing to guiding principles of education. This document Futures III is the third document of its kind designed for College-wide strategic planning. The Futures III process was a yearlong process of reflection and discussion. It represented the dedication of faculty members in the College. Members of the College produced a set of Guiding Principles (that follow) and they have defined a rationale for each principle that will direct the College in maintaining and furthering educational excellence. Members of the College are committed to these principles and aspire to enhance and to further create the premier College of Education in the Midwestern United States a recognized leader in preparing educators. The College is organized in a way to marshal resources and to facilitate the advancement of good educational practice through innovative educational methods, research, collaboration, and the exchange of knowledge with internal and external communities. The intent is to affect positively the widest possible constituency. The Guiding Principles in the Futures document will continue to direct the College as an educational trendsetter. The goal of the College of Education is to produce the highest quality graduates, fortified with the knowledge, skills & confidence to become top educators in their schools and outstanding service providers in their communities. 2 3

4 09FuturesIII brochure:**04brochure 6/17/09 12:30 PM Page 7 community The College will broaden its capacity to recruit and to retain students who reflect the diversity of the St. Louis Metropolitan area. The goals and activities of the College of Education are enhanced through a sophisticated telecommunications and multimedia technology network connected to schools, business and industry, other colleges and universities, community agencies, libraries, and others. Members of the College community are committed to promoting and expanding the cross fertilization of knowledge and innovation among the colleges and universities in the St. Louis Metropolitan area. vitality faculty members create an academic environment that A hallmark of the UM-St. Louis College of Education is its vitality. Characterized by the indefatigable pursuit of excellence, faculty members create an academic environment that promotes best practices in teaching and learning. The College continually remains at the forefront of education with discoveries and application of innovative educational technologies that add to the knowledge base and expand the global interchange of information. Already widely available in the world s finest professional publications, the research and scholarship of faculty members stand as examples of the College s influence on the academy and the field of education. identifying new educational methods and delivery systems to improve student learning and to enhance the quality of living. success promotes best practices in teaching and learning. excellence As a model in educator preparation, the College of Education will have influence over even wider audiences and will be able to promote the benefits of well-designed programs of professional education. Public understanding of the importance of well-prepared and knowledgeable educators is crucial to the success of the College, the educational system, and a free and democratic society. collaboration Attracting the finest experts to its faculty, the College will grow as a leader in educator preparation and will offer students a full range of education opportunities. College faculty members will focus on collaborating with students, schools, university divisions, other institutions of higher education, and community organizations to produce research that holds promise for identifying new educational methods and delivery systems to improve student learning and to enhance the quality of living. CREATING THE Charles D. Schmitz, Ph.D. Dean, College of Education University of Missouri-St. Louis 4 5 COLLEGE OF EDUCATION

5 09FuturesIII brochure:**04brochure 6/17/09 12:31 PM Page 9 F u t u r e s T H E I I I P R O C E S S * The process by which these tasks were undertaken involved: members engaged in reviewing, revising and/or reaffirming the Vision and Beliefs I. Faculty developed in the 2003 Futures II process Futures Committee met to consider a number of data sets, information, and II. The thoughtful documents, including the following: F u t u r e s 1. Previous Futures documents as a basis for evaluating the progress made by the COE meeting prior goals. 2. Accomplishments Document, outlining key accomplishments of College members 3. The College of Education Knowledge Base and Conceptual Framework 4. The NCATE 2000 Standards 5. The January 18, 2008 College Environmental Scan Strategic Plan brainstorming process. I I I : ST GUIDING PRINCIPLES FOR ENHANCING THE 21 CENTURY COLLEGE OF EDUCATION AT THE UNIVERSITY OF MISSOURI-ST. LOUIS T H E G O A L S The Futures III planning process was completed on April 10th, 2009 upon acceptance of the Futures III document by members of the College of Education at the University of Missouri-St. Louis (UM-St. Louis). The Futures III process began in January of 2008 with faculty members defining goals of the College for the next five years and beyond. The group s two goals were Additional documents including: No Child Left Behind Legislation Higher Education Opportunity Act, Title II Secretary Page s white paper on the status of teacher education Responses to Page s white paper (e.g., Linda Darling-Hammonds) Carnegie Foundation Teacher Education Initiative Report Legislation pending in Missouri relevant to teacher preparation The latest DESE recruitment and retention report (summary) A compilation of faculty research areas To evaluate the progress made in meeting the objectives set by prior Futures Committees; To revise and extend the Futures plan for the next five years (and beyond). III. Members of the Futures III committee: Identified areas of need and areas that had not yet been addressed by the College, specifically focusing on items identified in the January, 2008 Strategic Plan Environmental Scan of issues facing the College. College of Education Leadership Council made suggestions for refinement of the IV. The Guiding Principles and rationales for implementation, which were incorporated. Diversity, Community, Excellence committee finished refining the Guiding Principles and they were then prioritized V. The by participants. Developed suggested Guiding Principles to be used in addressing issues and challenges over the next five years and beyond. VI. The committee adopted the Guiding Principles, Vision and Beliefs as of April 10, Created and submitted a document to the Dean and College Faculty with recommended Guiding Principles and a rationale for each principle. 6 A committee composed of members of the College then considered (through focused subgroups) the results of the prior Futures I and II committee work, adding to, deleting from, and refining the Guiding Principles from the Big Ideas in the Futures II Document * Throughout this process, we have frequently updated the faculty, alums and other stakeholders regarding the progress and direction of the futures work. 7

6 T H E C O M M I T T E E WOLFGANG ALTHOF, Endowed Professor, Citizenship Education, Division of Educational Psychology, Research and Evaluation SUSAN BABER, Advancement Officer, College of Education MICHAEL BAHR, Associate Professor, Division of Educational Psychology, Research, and Evaluation LYNN BECKWITH, Endowed Professor, Urban Education, Division of Educational MARVIN BERKOWITZ, Endowed Professor, Character Education, Division of Educational Psychology, Research and Evaluation CHERYL BIELEMA, Affiliate Assistant Professor, Division of Teaching PATRICIA BOYER, Associate Professor, Division of Education BRENDA BREDEMEIR, Associate Professor, Division of Educational Psychology, Research, and Evaluation KATHLEEN SULLIVAN BROWN, Associate Professor, Division of Education DEB CHILDS, Lecuturer, Division of Teaching JUDITH COCHRAN, Endowed Professor, Tutorial Education, Division of Education MARGARET COHEN, Director, Center for Teaching ; Division of Educational Psychology, Research and Evaluation ANGELA COKER, Assistant Professor, Division of Counseling and Family Therapy R. ROCCO COTTONE, Professor, Division of Counseling and Family Therapy THERESE CRISTIANI, Associate Professor, Division of Counseling and Family Therapy KAREN CUMMINGS, Assistant Professor, Division of Teaching MATTHEW DAVIS, Associate Professor, Division of Educational CODY DING, Associate Professor, Division of Educational Psychology, Research, and Evaluation MARGARET DOLAN, Assistant Teaching Professor, Division of Educational LISA DORNER, Assistant Professor, Division of Educational Psychology, Research, and Evaluation JIM DUANE, Director, Workforce Development, Regional Center for Education and Work MARTILE ELIAS, Assistant Professor, Division of Teaching KENT FARNSWORTH, Endowed Professor, Community College Leadership, Division of Educational. CHARLES FAZZARO, Associate Professor, Division of Educational KEVIN FERNLUND, Associate Professor, Division of Teaching DICK FLEMING, President, Regional Commerce and Growth Association DONALD GOUWENS, Clinical Assistant Professor, Division of Educational Psychology, Research, and Evaluation PI-CHI HAN, Assistant Professor, Division of Educational Leadership and Policy Studies KATHLEEN HAYWOOD, Associate Dean, Graduate Education, Division of Teaching JOHN HENSCHKE, Associate Professor, Division of Educational CLARK HICKMAN, Associate Dean, Continuing Education and Outreach CARL HOAGLAND, Endowed Professor, Technology and Learning Center DIXIE KOHN, Special Assistant to the Provost, Academic Affairs; Division of Educational JOHN INGRAM, Affiliate Associate Professor, Division of Educational PAULETTE ISAAC-SAVAGE, Chair, Division of Educational SUSAN KASHUBECK-WEST, Associate Professor, Division of Counseling and Family Therapy MATTHEW KEEFER, Chair, Division of Educational Psychology, Research, and Evaluation PATRICIA B. KOPETZ, Endowed Professor of Education in Special Education, Division of Teaching STEPHANIE KOSCIELSKI, Clinical Experiences Coordinator BILL KYLE, Endowed Professor, Science Education, Division of Teaching E. LOUIS LANKFORD, Endowed Professor, Division of Teaching DONGHYUCK LEE, Assistant Professor, Division of Counseling and Family Therapy MATTHEW LEMBERGER, Assistant Professor, Division of Counseling and Family Therapy JACKIE LEWIS-HARRIS, Assistant Professor, Division of Teaching TOM LOUGHREY, Associate Professor, Division of Teaching and Learning KYLE MATSUBA, Assistant Professor, Division of Educational Psychology, Research, and Evaluation JENNIFER MCAFEE-MAAG, Director, School and Family Counseling Center CAROLE MURPHY, Associate Professor, Division of Education JAMES MURRAY, Assistant Professor, Division of Educational VIRGINIA NAVARRO, Associate Professor, Division of Teaching LYNN NAVIN, Director, Child Development Center MARGARET NIEDERBERGER, Lecturer, Division of Teaching KENNETH OWEN, Associate Teaching Professor, Division of Educational JOE POLMAN, Chair, Division of Teaching MARK POPE, Chair, Division of Counseling and Family Therapy LLOYD RICHARDSON, Professor, Division of Educational REBECCA ROGERS, Associate Professor, Division of Teaching E. WENDY SAUL, Endowed Professor, Division of Teaching THOMAS SCHNELL, Associate Professor, Division of Educational HELENE SHERMAN, Associate Dean, Undergraduate Teacher Education, Division of Teaching JAMES SHYMANSKY, Endowed Professor, Science Education, Division of Teaching NANCY SINGER, Assistant Professor, Division of Teaching ALINA SLAPAC, Assistant Professor, Division of Teaching KIM SONG, Associate Professor, Division of Teaching ERIC TURLEY, Assistant Professor, Division of Teaching GWEN TURNER, Associate Professor, Division of Teaching CATHY VATTEROTT, Associate Professor, Division of Teaching STEPHEN VIOLA, Affiliate Assistant Professor, Division of Educational Psychology, Research, and Evaluation SHERIDAN WIGGINTON, Associate Professor, Division of Teaching GAYLE WILKINSON, Associate Professor, Division of Teaching and Learning FRED WILLMAN, Professor, Division of Teaching James Wilson, Endowed Professor, Division of Teaching Shawn Woodhouse, Associate Professor, Division of Educational Additional Input In addition, the entire College of Education Faculty have been frequently and intensely involved in the Futures II process. We have also consulted our College of Education Leadership Council and the Council for Excellence in Teacher Education (a stakeholders group) on the content and action steps developed within the Futures II process. 8 9 F u t u r e s I I I Our Conceptual THE UNIVERSITY OF MISSOURI- SAINT LOUIS, COLLEGE OF EDUCATION prepares educators for the challenges they face now and in the future. The College of Education prepares teachers, counselors, educational and school psychologists, administrators, researchers, adult educators, professors and college faculty members, and program evaluators who are committed to: Promoting and engaging in quality educational practice, Engaging people in multiple contexts, Working with diverse individuals and communities, Promoting and supporting social justice, Developing and working in collaborative partnerships. The goal is to create a dynamic relationship between student knowledge and competent and ethical application of knowledge in multiple contexts. CREATING THE Framework COLLEGE OF EDUCATION

7 Vision& The University of Missouri-St. Louis 21st Century College of Education, as part of Missouri s public, metropolitan, land-grant, research university, will be a leader in the ongoing development of educators for instructional, leadership, research and other roles in traditional and non-traditional learning communities. The College is a collaborative teaching and learning environment and is committed to advancing the quality of teaching, Beliefs learning, and research as it serves a dynamic, technologically advanced, and diverse metropolitan community. To these ends, and related to education in general, the members of the College of Education believe: Education is necessary and valuable for enhancing the lives of individuals and for improving society by examining, creating, and sharing knowledge. Effective educators understand, embrace, and celebrate diversity. Effective educators recognize inequities and act in ways that bring about social justice. Effective educators use diverse, culturally responsive strategies to provide for the individual needs of all learners. Effective educators practice and model ethical behavior. Effective educators use technology to increase student engagement and expand learning opportunities for all learners. Reflective educators make decisions about best educational practice based on existing and emerging research. Successful learners and effective educators engage in self-reflection, critical inquiry, and creative endeavors. Active engagement is vital to learning. Partnership and collaboration among educators, other professionals, parents, students, and the community at large are essential to the learning process. Lifelong learning and professional development facilitate adjustment to a constantly changing world. An organization s structure must be consistent with and supportive of its vision. To these ends, and related to higher education, the members of the College of Education believe: CREATING THE Effective educators practice and model active research and seek external support for that research. Continuing research is essential to inform educational practice, to enhance the community, and to advance the professions and the mission of the university Because these statements reflect the values of the College of COLLEGE Education, OF the following EDUCATION principles form its vision for the 21st Century College of Education.

8 F u t u r e s I I I Guiding Principles The Faculty and Staff members of the University of Missouri St. Louis (UM-St. Louis) College of Education, in order to continue to build its future and act as a vital resource to the Saint Louis Metropolitan Community, are committed to the following Guiding Principles, ordered by priority by the Futures III participants: ResearcH The 21 st Century College of Education values and promotes the diversity of scholarly inquiry to contribute to understanding all aspects of education and to shed light on best practices in education. The 21 st Century College of Education prepares professional educators with the content knowledge, instructional tools, pedagogical strategies, and dispositions necessary to engage culturally diverse students, to maximize academic achievement, and to promote social justice. As part of a land-grant university with a mission to engage in research that serves the community, the College of Education is involved in research intended to inform the best practices of the profession. Members of the College will continually seek opportunities and support for research, building a resource base and infrastructure in the College to assist faculty and partners to conceive, to conduct and to share important scholarship designed to increase knowledge and support the efficacy of all members of the professional community. Educator Preparation and Professional Identity Development The College of Education is committed to supporting the achievement of all learners. Education is a complex process of creating meaningful learning experiences. To those ends, the College will strive to ensure all graduates will: Possess content knowledge necessary to promote and support quality learning; Apply pedagogical tools and strategies enabling all students to learn and to apply academic content successfully; Create supportive learning environments to ensure students emotional, intellectual, and physical safety; Foster classroom inquiry as a means to develop students capacity to think, create, and problem-solve; Engage in culturally competent teaching and leadership advocating for children and their families within a social justice framework; Develop a strong professional identity. Building on the strengths of the College, the members of the College of Education recognize the changing dynamics of education in the twenty-first century and therefore will seek to assist teachers to integrate technology as a pedagogical tool in the classroom and to build assessment literacy both formative and summative. Faculty members will continue to focus on creating sustained partnerships with schools and community organizations to assure continuity of field and student teaching experiences. Furthermore, the College seeks to provide opportunities for students to understand and to experience global educational practices and collaborations. Graduates will have the knowledge, skills and dispositions to provide a challenging and high quality education for their students.

9 Education creates and supports programs and partnerships by strengthening relations with community-based organizations, public and private schools, colleges, and universities, adult and community education programs in diverse local, national and international agencies. Collaboration and Partnerships The faculty members of the College of Education at the University of Missouri-St. Louis, recognize that varying and diverse populations in the St. Louis Metropolitan region and the positive influence of collaboration with varying groups of stakeholders. The College seeks to embrace and to build upon a community of stakeholders as a means to prepare and to empower its pre-service and practicing educators. The College joins with its community partners to provide contemporary and practice-based, theoretical and field-based learning experiences that align with researchbased best practices. The goal is the effective and efficient use of human and fiscal resources. The College endeavors to pioneer, to develop, to maintain, and to strengthen relations with community and business leaders to support the continued growth of educational programs that interface with local, regional, and international needs and services. The College intends to continue to nurture relationships with current and prospective community partners, and to ensure that educators who receive professional preparation at the University of Missouri-St. Louis enter employment well-prepared to meet all challenges. Education promotes and supports the professional development and lifelong learning of educators, university faculty, staff and administrators, and learners in the workplace for the benefit of the broader community. Professional Development and Lifelong Learning Learning never stops. The world is changing too quickly for anyone, in any professional role, to remain static. With the continuous need for updating knowledge and skill comes the need for opportunities for professional development and lifelong learning. Therefore, the College commits to promoting lifelong learning and making opportunities for students who face lifestyle complications. The College commits itself to providing education that is accessible, efficient, and relevant to the needs of learners. Accessible Graduate Programs Faculty Development Education offers a broad range of general and specialized graduate programs that attract quality applicants who want to lead a variety of educational endeavors for individuals across the life span. The College of Education graduate faculty members are committed to providing access to a wide range of advanced programs. Some of these programs provide educators with opportunities to advance their knowledge and skills and to incorporate cutting edge research into practice. Other programs provide educators with opportunities to serve in new roles that require highly specialized knowledge and credentials and/or involve leading others in educational settings. Still other programs prepare individuals to join the professoriate or professional staff at institutions of higher education. The College of Education at UM-St. Louis is uniquely positioned to address such specialized study and research and employs a variety of delivery modes so that quality applicants have access to these programs. Education serves as a conduit through which scholars acquire and apply knowledge that can be disseminated to students, the campus, and the larger academic community. Ongoing faculty development relies on consistent financial support and growth opportunities from the college and university. The College of Education faculty members are facilitators of learning and also need opportunities for professional growth. To keep abreast of changes in the profession, as well as to maintain a credible connection with the reality of their students professional roles, responsibilities, and milieus, faculty members must be actively involved in the professional community. Involvement takes the form of connection to schools, relationships with other higher education faculty, and participation in scholarship that serves the profession

10 Diversity Social Justice Education affirms, embraces, and supports the heterogeneity implicit to the human experience and challenges oppressive attitudes and environments. The College is committed to creating a culture that affirms, embraces, and reflects the value of diversity and diverse viewpoints. The College stands against oppression in educational contexts. Education identifies what is necessary in a just, fair, and equitable society and promotes these ideals and practices with evenhandedness to bring about justice, fairness, and equal access in educational systems and the broader community. Education is the foundation for citizenship and democracy and an important venue for defining and endorsing social justice concepts. Equity is the core of social justice; in its promotion, College faculty and staff members work to ensure that learners and colleagues alike have a fair chance to be recognized and achieve to their potential. Technology Education supports technology as a seamless means for communicating and working toward flexible learning within a global society. College faculty members educate learners in a world where technology has an influence on social, political, professional, and personal lives. Where opportunities exist to develop the knowledge and use of technology, the College is committed to application of multiple learning environments and use of technology-enhanced decisions by all learners. Faculty members of the College will advocate for access to open education utilizing appropriate media, including technologies that are portable and ubiquitous. Education analyzes the effectiveness of its internal organization and modifies its culture, including its structure, climate, collaborative decision making and policymaking, management philosophy and attitudes, and responsibilities. Organizational Effectiveness To best realize its vision, the College of Education must continuously evaluate the efficiency of organizational structures, the working climate, the delineation of responsibilities, the management philosophy and attitudes, decision making and policy making, and mechanisms of communication. An effective organization operates transparently and is prudent in its use of resources. An effective organization meets the needs of its stakeholders while maintaining the academic integrity of its programs. Toward that end, the College commits to assessing, evaluating, and improving communication and structures that enhance its work and promote inclusion of all members of the College community and its partners

11 The 21 st Century College of Education pursues new internal and external financial and human resources, consistent with its urban mission and vision, to support the constituents and work of the College of Education and its partners. Resources Although the College has been successful in efforts to generate internal and external funds to support its work, the College is constantly challenged to identify and to secure additional new resources. The College is committed to seeking internal and external funding for both itself and its partners to support and to improve education within the Metropolitan region. Volunteers are a valuable resource. Being good stewards of current resources and working diligently to increase them via internal and external sources will enable the College to strengthen its academic community, enhance the education of our students, and realize its vision. Education commits to maximizing human potential by providing teaching, learning, working, and creative environments that contribute to the holistic well being of all individuals and engender stewardship of the natural environment. An Environment for Well-being The College of Education strives to be a caring community with a sense of connectedness demonstrated by mutual respect and support, a shared collective identity, and collaborative vitality. Members of the College assist in developing value systems and lifestyles promoting the physical, emotional, social, and intellectual well being of all. Opportunities are provided that guide people in making high-integrity decisions that optimize each person s self-efficacy and overall life potential. Members of the College seek to engender harmonious interaction with the natural environment and responsible use of its resources. The 21 st Century College of Education values and promotes the development of civicminded, responsible, and engaged citizens who actively participate in democratic processes and institutions. Civic Engagement, Democracy, and Civil Society As a public metropolitan research university, UM-St. Louis has a civic responsibility to enable learners to become informed, ethical, and committed citizens. The opportunity to obtain such an empowering and critical education is at the core of democracy. The College of Education prepares educators who understand and show concern for the common good and who are willing and able to teach the same to their future students. The following statement by Thomas Jefferson (1820) expresses the need for civic education and establishes the role of public education in teaching citizens the knowledge and skills necessary for responsible citizenship: I know of no safe depository of the ultimate powers of society but the people themselves, and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them but to inform their discretion. The civic mission of schools calls for educators who are knowledgeable, responsible and engaged citizens themselves; who respect the rights and integrity of individuals and who take care of their region and their country; who are dedicated to fostering the same in their current and future students; and who are actively involved in civil society. Education: Publicizes the strengths and accomplishments of the College of Education and aggressively works to advocate for, and to improve public perceptions of, the College of Education. Demonstrates to the public the positive effect of the College of Education on student achievement in the schools, on the quality of life in the community, and on the professional performance of its graduates. Cultivates collaboration with its alumni to build, to refine, and to extend the vision of the College of Education. Advocacy, Impact, and Alumni Relations In order to effectively tell the story of the College of Education, stakeholders must document what the College has accomplished, what it is doing, and the positive results of its efforts. There must be a concerted effort to record, to analyze, to evaluate, and to share the results and positive outcomes of College activities and efforts. A greater, more positive public presence will help the College of Education enhance its role in the community and garner community support and recognition. College of Education alumni represent a major force in the life and work of the St. Louis Metropolitan Region, the State of Missouri, the nation, and beyond. Alumni are models of, contributors to, and partners in College of Education success and in providing educational opportunity for all learners. Their power, energy, influence, and thoughtfulness are assets to the College and to the field of professional education

12 International Collaboration Education internationalizes its curricula to facilitate understanding differences in culture, knowledge, education, learning, and international relations. The reason for internationalization of education lies in an understanding of the advancement of knowledge and the processes for its dissemination. Universities are by their nature committed to advancing human knowledge. Because globalization influences universities world-wide, globalization is radically changing the face of the university and its need to internationalize the curriculum. E D U C A T O R S F O R T H E F UTURE Knowledge, Diversity, Community, Excellence & T H E L E A D E R S H I P L E A R N I N G C O N N E C T I O N 20