Leading School Change: 9 Strategies To Bring Everybody On Board: Volume 2
In the first year of World War I, Hartford significantly decreased the number of cubic yards of garbage it produced compared to the previous two years even though the city was growing. Women were one of the main targets of the pledge cards. Woodrow Wilson was the first woman to sign this food pledge card. Later they sought out women who were unsigned, thus speeding up the process and gaining practice campaigning.
This was especially true in Connecticut, with its numerous farms and orchards. Eggs and poultry were recommended to the local population, but most meats were to be avoided. He recommended that Americans eat potatoes daily and created new dishes using them.
The Food Administration used pamphlets, bulletins, books, and posters to spread their message. By listing the foods that should be avoided, the Food Administration made people morally accountable for their decisions. Propaganda posters created by the United States Food Administration also displayed the foods one should buy. For example, one of the most common foods to be utilized by the American public was corn.
Corn was popular because it could be grown in bulk and harvested quickly. Farmers could produce four times the amount of corn than wheat. The nutritional value of corn was emphasized in the literature as well because people could get a lot of nourishment out of corn. Many substitutes, like corn, were used to assist civilians in their mission to eat better without consuming the needed foods.
In literature like The American Food Journal , the process of making these new foods was documented. Wheat was easy to grow, ship, and process, so it was a priority for the soldiers. The Hartford Courant ran Food Administration articles throughout the war. Similar to the books put out by the Food Administration, newspaper articles gave recipes and quips about what citizens should be eating.
One article from May, had a poem relating to eating local Connecticut fruits:. Many organizations worked to support and sell food conservation. The WCTU president, Anna Gordon, said that the manufacture of beer and wine works against food conservation efforts because the process requires food and fuel. Churches also played a part in selling food conservation. Father John G. Conservation efforts transcended religions.
In conjunction with Christian churches, Jewish temples also spoke of food conservation during their services. Hoover asked the American people to reduce wheat consumption to one and a half pounds a week. By September of that year, ,, bushels of wheat were saved from American tables. Avoiding foods like wheat and pork did not put farmers into poverty. Farmers were consistently informed about the food situation throughout the war. He gave farmers the facts about what foods were needed most.
Alsop, of the State Council for Defense, was also there to discuss problems that faced farmers. Much of the food grown by farmers was bought by the government and sent overseas. In fact, many grain producers made as profit during the war. Of the ,, bushels saved, 42,, bushels were sent to Belgium to feed around 10,, Belgians and French people. During the fighting, Spanish and Dutch governments oversaw the food distribution to ensure that the German army would not interfere with the food reaching people.
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One of their most popular pieces of propaganda was the image of a starving mother and children in war torn France. This was another tactic used by the Food Administration to rally support-guilt. No one would feel good about wasting food if they saw what was happening in Europe. Figure 6: L. Americans were patriotic, and not supporting the war effort was downright treasonous. Army to seize their food pantries.
In Glastonbury, a man was fined for slapping someone over a dispute relating to his tobacco crop. The Food Administration threatened flour dealers in Connecticut who sold flour out of state. The United States Food Administration was one of the most successful and efficient government initiatives in the history of the United States. After the war ended, Herbert Hoover rallied the country to continue to support the efforts of the United States Food Administration.
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Contents Overview Identifying talent Developing talent Challenges in particular settings Diversity Leadership development and support for potential leaders Contact us. Overview Planning for the recruitment, development and retention of school leaders is essential. Schools and academies can ensure potential leaders have the right skills for modern school or academy leadership with the support of: government bodies local authorities diocesan bodies professional associations The main challenges of talent management in schools and academies are: a pattern of increasing headteacher retirements a shortage of aspiring heads in certain school phases and sectors, for example, in primary, faith and special schools continued underrepresentation in headship of women and those from black or minority ethnic backgrounds unpredictability over headship aspiration and early retirement behaviour as policy and pensions change These challenges give schools and academies the opportunity to work together in partnership to develop aspiring talent.
Identifying talent Leaders in all settings have a responsibility to identify and nurture leaders of the future - with the needs and demands of your school or academy in mind.
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Good leadership qualities To identify talent you should understand the qualities needed to undertake leadership tasks. Reflect on this and ensure you: place a high priority on the development of your leadership team have a process in place for identifying and managing talent distinguish between the variety of behaviours and competencies required for different roles offer objective feedback to staff on their behaviours and competencies carry out regular professional development reviews leading to individual action plans proactively manage the careers of talented individuals within the school Demonstrate your commitment Make sure your talent management policy is visible and available to all staff.
Developing talent Once you have identified the people who have leadership potential, you need to consider what steps to take to meet those aspirations. Other benefits include: the encouragement of innovative practices and continuing professional development of all staff observation of good practice and innovation in partnership schools by prospective leaders on secondment adding value to school improvement agendas and building capacity to meet those demands promoting a culture of high aspiration and expectation within the school - for staff, as well as pupils better outcomes for pupils Challenges in particular settings Rural Recruitment of heads to rural schools has always been a challenge.
The benefits of developing leadership skills in a rural setting include: building close links with families, staff and pupils fewer staff and resources to manage and smaller budget smaller class sizes, improving the learning potential for pupils a more rewarding experience for the teacher responding quickly to new ideas and being able to be more creative with the curriculum collaborating through teaching school alliances, federations or clusters to pool resources, knowledge and skills Small schools, like rural schools, can face similar challenges and have similar benefits.
Church schools In the National College developed a succession planning strategy for schools with a religious character. These resources can help you plan, create and manage your talent management strategy for your diocese: Leadership succession: a framework for action for dioceses and other providers of schools with a religious character.
A publication for all dioceses that provides an underpinning framework to support local and regional succession planning A framework for excellence in the leadership of church schools and academies. This self-assessment questionnaire is for potential senior leaders in church schools and academies Leadership and faith schools: issues and challenges.
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A discussion of the main issues and challenges specific to the leadership of faith schools Diversity Diversity needs to be at the heart of your succession planning strategy to create a strong and robust leadership team that builds and maintains equality. The steps your school or academy can take to embed diversity into your succession planning strategy: Leaders, governors and management Governors and the senior leadership team should be aware of the Equality Act requirements, and should be trained on equality and diversity policies and issues.
Collect workforce data annually and analyse by post, grade and the eight equalities groups. Take action to address inequality where evidence shows it exists. Produce an equalities action plan linking it clearly to the overall school talent management process. Recruitment Encourage internal candidates from under-represented groups to apply for promotion, offering support with the completion of application forms and given clear interview feedback.
Have an effective marketing strategy in place to ensure significant levels of applications for senior posts from candidates from under-represented groups. Screen the selection and recruitment process for bias. Ensure shortlisting and interview panels are made up of individuals from diverse backgrounds.
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Make sure all involved in the recruitment process have had recruitment and diversity and equality training. Retention Ensure that all staff feel valued, are able to be themselves and that their contribution matters and their voice is heard. Run an annual staff satisfaction survey and analyse results by equality groups and share the results with staff. Support staff in accessing local authority offers designed to retain staff. Encourage all staff to develop a healthy work-life balance.
This can be of particular concern for individuals from traditionally under-represented groups.