Basic Leader Course (BLC)

Within any large organization new employees are required to attend some form of orientation. Within the United State Navy, there are several types of orientation depending on ones rank and job. For instance, enlisted Sailors attend a seven week orientation better known as Boot Camp in Great Lakes, Illinois and officers attend ODS or OCS in Newport, Rhode Island. Even though, all three orientations or Boot Camps vary in length, they all have some form of introductory leadership training. However, because the United States Navy realizes this is not enough they have developed several follow on leadership courses to be taken through ones Naval career such as: Division Officer Leadership Course (DIVOLC) targeted for junior line officer, not staff officers; Department Head Leadership Course (DHLC) targeted for all officers, typically Lieutenant Commander (O-4) and above; Executive Officer Leadership Course (XOLC) for those going to designated XO billets; Commanding Officer Leadership Course (COLC) for those taking command for the first time; and Major Command Leadership Course (MCLC) designed for Captain’s (O-6) or above taking command of regions.

After 18-24 months as an Observer-Coach-Trainers (OC/Ts), PW officers compete for a follow-on assignment to their respective TRADOC Center of Excellence (CoE) to work as a Small Group Leader (SGL). The overall objective of the PW program is to identify the best company-grade officers in the field, surround them with best practices from dozens of units, and then instill these observations and experiences back into the classroom for the next generation of

In the times in which we live technology, knowledge, development strategies and the environment involve a complex panorama that the U.S. Army must face. The most efficient way is through specialized training and looking for means to develop NCOs for the challenges of upcoming event. The NCO 2020 strategy changes the way we educate and train our Soldiers. The educational model used by the military in the last decade was the Noncommissioned Officer Education System (NCOES). This now going to be transformed into Noncommissioned Officer Professional Development System, or NCOPDS. One of the most important goals of this new educational model is that it will provide the Soldier with a long-term career focused on the training, education and experiences acquired during his career, being these institutional, operational or self-development.

Success at a professional military education institution is paramount in order for continued service. Institutional training is part of the Army Leader Development Model. CBRN SLC is a three phase course, each phase is approximately two weeks long. The course is conducted as part of the One Army School System; NCOs in the Regular Army, Army Reserve, and National Guard all train together. Moreover, the Small Group Leaders are from the Regular Army and Army Reserve. The course is multifaceted and challenging geared towards ensuring graduates are capable to serve as platoon sergeants, CBRN NCOs, and first sergeant.

leader. The following definition has been chosen as it reflects the overall stance of the inquiry:

Rank 3: Cpl Anderson leads the way by instructing defensive tactics during sustainment training. SNM is highly mature when conducting infront of other Marines. SNM was the only NCO that helped

SGT Guarino exemplified technical, tactical skill and ability as the IMO support for the 335TH SC(T) Commander's Conference from 17-20 September 2015. SGT Guarino displayed outstanding initiative in the set up and wiring of the G3 Classroom and implemented wireless Internet service in the Drill Hall for attendees of the Commander's Conference. SGT Guarino's dedication to the mission was demonstrated throughout the Commander's Conference. His actions set the standard for his Soldiers to

On 22 April 2016 the Basic Leader Class of 05-16, 4th platoon conducted Army correspondence course L225. The instructor for L225 was SSG Snell. The course contained several classes to prepare Class 05-16 to become more qualified leaders. who are capable of filling out certain forms for use in bettering themselves and their soldiers.

I served as the 24th MI BN HHSC Training Room NCOIC. My duties and responsibilities include developing and maintaining all training records, monitoring, scheduling, and preparing training for NCOs and junior enlisted soldiers. I assisted Soldiers in scheduling service school attendance, as well as schedule MOS related development training. I tracked and maintained all Army Mandatory Training, Intelligence Security Command Mandatory Training, and advised the Operations Readiness NCOs on deployment training tolerances. I attended BN level meetings, such as Battalion Command and Staff, as well as Battalion Training Meetings. As a Staff Sergeant, I served as the Battalion S2 NCOIC of a MI BN with four geographically separated Companies conducting

As the Battalion Personnel Officer (S1) and Adjutant, I advise the Battalion commander on matters of concerning the personnel management. On behalf of our commander, I manage and supervise all matters concerning human resources support, manning, personnel services, personnel support and headquarters support. This is in support to the over-all operations of our Battalion. I ensure that personnel are properly trained and equipped with the necessary skill set essential for the military activities and operations. Thus, I see to it that the program for promotion, training for specialization, and basic and advance career courses of our officers and personnel are properly charted. One of my accomplishments as the Battalion S1 is the efficient facilitation

SFC Perez was hand selected by the Commandant over 16 Staff Sergeants to perform as a Senior Small Group Leader while serving at the Christopher R. Brevard NCO Academy. His outstanding teaching ability and exceptional performance challenged over 240 Arctic Soldiers, three foreign nationals and two Airmen. With 232 hours of instruction over 26 different BLC classes he has earned coveted Basic Army Instructor Badge.

Hoping that everything is going great at your end. I would like to seek guidance in order to facilitate information to our commander. Currently our Battalion Commander is evaluating and reviewing the Task and Performance/METL for each courses, in order to provide an accurate information to improve the facilitation of training. I will appreciate all the guidance that could be provided in this matter and the Task and Performance/ METL that have been developed for 11B10, 11B2,3,4 and 11B30

Creating an internship activity upon completion of this course has changed my thinking of educational leaders and the process of running an effective school. I knew administrators had a great deal of responsibilities, but in order to successfully run a school, you must be incredibly versatile, have a strong skill set, and high levels of knowledge. Communication and planning are at the top of the list of important tools for educational leaders. Lack of communication and planning can easily set a school back many years. School improvement plans are very common now days, which means as a future educational leader I must be effective at implementing them to increase academic achievement. According to Best and Dunlap (2014), “Research shows that using a continuous improvement process has proven successful in healthcare, manufacturing, and technology, and may hold potential for use in education as well” (Best & Dunlap, 2014). This process has helped me realize the things I must do to successfully implement change and the things I

The Creed of the Noncommissioned Officer states, “No one is more professional than I,” “I will strive to remain technically and tactically proficient,” and “All soldiers are entitled to outstanding leadership; I will provide that leadership.” As America transitions from a nation at war to a nation at the ready, it is imperative as noncommissioned officers, that we remember those responsibilities set forth in the creed in which we live by as we forge our next generation of soldiers and leaders. How we forge our future leaders, train our soldiers, and how we develop ourselves as noncommissioned officers is outlined in Army Regulation 350-1, Army Training and Leader Development. From

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers