Quality Health

July **, ****

Amen Clinics

*** ***** ****** **, ***** C100

Bellevue, WA 98005

Please review my qualifications for the position of Mental Health Clinic

Historian. I have a Doctorate in Healthcare Education and Administration

and a Master's degree in Counseling. I worked with the multidisciplinary

team at St. Joseph Mercy Health Systems in the Children and Adolescent

Psychiatric Unit providing assistance with interviewing the parents

(guardians) for the purpose of establishing a caring environment with

concern for the individual; answered questions regarding the care and

treatment provided based on individual need; and implements specific

diagnostic tests with a mental status exam and evaluation of tests. I was

also appointed to work with the two adult units as well. Currently, I am

teaching online and would appreciate an opportunity to utilize my mental

health experience working with a professional staff at Amen Clinic in

Bellevue.

Through a series of grants and outside funding, additional programs were

developed for the in-patient and out-patient clinics:

Assist children and adolescents to achieve academic success through

hospital staff, parents, school staff, and other appropriate individuals

working with the student to develop an Individual Education Plan (IEP);

assisted school staff in working with a returning student in an inclusive

classroom; parenting classes; and follow-up with the student, parents,

school staff, and other appropriate individuals to assess academic, social,

and emotional outcomes.

Provided hospital to school assistance with families and developed a

Sib Shop to assist siblings of at-risk and challenged family members.

Provided individual services for children and adolescents for Grief

Counseling, support groups for substance use/abuse, coping with physical

and mental challenges.

Partnerships:

Education School Districts to provide teacher continuing education

specifically to develop strategies for students returning to an inclusive

classroom.

Education School Districts to provide staff strategies for meeting

the needs of at-risk and challenged students.

Colleges and universities to provide counseling for at-risk and

challenged students.

Community agencies to expand programs within the hospital and

community such as families in crisis; families no longer able to care for a

mentally challenged child or adolescent; family support program grounded in

community development, building strong partnerships and collaborative

action and making use of strong evidence of what works in early

intervention and prevention. The activities for this program were built on

the strengths of the community and the existing infrastructure of

organizations, networks, and resources. The program provided communities

for children addressing the needs of children 0-12 and their families to

give children the best possible start in life. It directly helped children

and also influenced their environments, families, community, and the

broader social, economic, and cultural context. Activities aimed to build

partnerships between key stakeholders including community leaders and

members, family and community service providers, business and government to

build a common goal of improved outcomes for children aged 0-12 years of

age.

At Family Services Association, I supervised a grant by the

Children's Board with emphasis on learning and challenges. The curriculum

was supported by research associating high quality care with positive

outcomes for children based on behavioral and learning theories. As a

result of this grant program, the benefits for children included more

advanced skills in the areas of receptive language, mathematics, cognitive

and attention skills, sociability and emotional security, an appreciation

for learning based on their learning style, improvement in grade level

learning, and strengthening of family with family therapy and parenting

programs. I developed and implemented a Parenting program that included

parents, individual child therapy sessions, and a Sib Shop to integrate

siblings into the program as a family unit. After 17 years of implementing

the Parenting program, the program has been continued for present use.

The mission of the adult learning program was to provide a program

for adults to enrich their educational and cultural knowledge and physical

well-being in an intellectually stimulating and socially supportive

environment. Adults in the program read at an eighth grade level or below

making it difficult to assist their children with school work. The adults

in the program had low self-esteem and did not see a positive future.

Partnerships with Remington College, Southwest Florida College-Tampa,

Concorde Career Colleges-Tampa, International Academy of Design &

Technology-Tampa, and Florida Technical College provided academic testing

and assessment and career placement evaluation with the adult grant

participants; and diagnostic reading test and evaluation with children and

adolescents.

I also worked with Poudre Valley Hospital in the Psychiatric Unit

primarily performing mental status exams and preparing reports for

discussion with the multidisciplinary team. I also worked with family

members for the purpose of assurance of specialized treatment and discussed

outcomes of the treatment and possible follow-up treatments. Also worked

with the multidisciplinary team and the patients.

As a Reading Specialist with expertise in learning disabilities and

Counselor with expertise in social, emotional, physical, and intellectual

disabilities, I developed a number of programs to benefit children and

adults with challenges. Programs developed included K-12 and adult

learners. Each program was developed to address the specific needs of the

learners.

Technology-Based Health Promotion

Mixing the media and modalities becomes more and more important as the

Internet becomes more portable, accessible, and ubiquitous. In addition to

technology-based health promotion, health literacy is a continued growing

concern. The programs I offer as professional development assists

healthcare providers with staying up-to-date with ways to improve patient

care.

Program Development

As the Director Clinical Operations, I designed seminars, workshops, and

programs for staff, community, and health professionals resulting in

establishing the hospital as the center of Continuing Medical Education In

addition, I worked with the leadership of the hospital to develop a

strategy that cultivated exceptional leadership throughout the hospital

with the focus on project management; improved patient care and safety. I

was responsible for assessing client healthcare needs and designing and

implementing programs to meet the wellness needs and objectives of the

clients. I was responsible for designing, scheduling, promoting,

implementing, participant tracking, reporting, and evaluating the onsite

programs over time. As the Director, I was responsible for the day-to-day

implementation of the programs resulting in the successful implementation

of a number of programs that were recognized locally, state-wide, and

nationally.

I can be contacted at ******@*******.*** or 425-***-****.

Regards,

Dr. Leslie A. Oja

3518 252nd PL SE

Issaquah, WA 98029

Mental Health Clinic Historian - Bellevue

Amen Clinics, Inc.

EXPERIENCE

Columbia Southern University December 2012

- Present

Professor

Teach online courses in:

BHA3002: Healthcare Management

Students will be introduction to the field of modern healthcare management

through a systematic analysis of the important areas of concern to the

healthcare manager. Topics covered include the planning process and how

planning is used in healthcare administration, the organizing process and

job design; supporting and implementing decisions; building the quality of

clinical service; and providing human resources and plant services.

BHA3801: Critical Issues in Health Care

An overview of the nature of the health care system, factors influencing

the distribution of health care, mainstream and alternative health

manpower, the social distribution and meaning of illness in the United

States. Topics include bioethical and contemporary issues such as

bioterrorism, human genome project, rising prescription drug costs, and

urbanization, social stress, and mental illness are covered.

BHA3501: Community Health (3)

This course provides practical guidance in the areas of community health,

health education, and health promotion. This course will also cover

information about the design, development, and evaluation of health

programs in the community. Consideration will be given to racial, ethnic,

socioeconomic, political, and residential patterns of health and the impact

that each has on community health.

Northcentral University December 2010

- Present

Associate Professor

Provide overall leadership and management in the development of eLearning

services, tools, and open educational resources; develop and monitor

accountability and outcome measures; this position provided an opportunity

to update my online teaching skills. Teach courses in Graduate Research and

Writing, Educational Leadership, and the Behavioral Sciences; Dissertation

Chair and Committee Member.

Assisted in developing and teaching in the Master of Healthcare

Administration program designed to develop a specific set of competencies

deemed critical for contributing to the viability and success of

organizations within the healthcare industry. The competencies are

reflective of knowledge and skills identified by the Healthcare Leadership

Alliance (HLA) as desirable for ensuring quality healthcare delivery within

a changing and dynamic industry. This program integrates Web-based

instruction, directed readings, and residential Learning Institutions

between student and faculty; mission driven, context-based curriculum

design, and assesses student learning through authentic embedded

assessment. Emphasis is on integrating organizational systems in a highly

regulated environment with the larger healthcare community focusing on

building community coalitions for the purpose of maintaining health service

access, quality, and cost containment. New program development: Gerontology

Coach Certificate Program to provide assistance with understanding the

aging process, working with the family and facility, and legal issues.

Robert Wood Johnson Foundation

June 2007 - September 2010

Washington State Program Director & Grant Administrator

Patient-Centered Medical Home - Improving Performance in Practice

Purpose: Healthcare transformation in Washington State (Limited term

grant with no extended funding. $200,000).

The grant presented an opportunity to extend my knowledge of

healthcare transformation and to develop a strategic plan and provided

the resources for this high complex project to transform healthcare and

improve individual and community health by advanced professional education,

influential research, and responsive service. Working closely with the

Medical Directors and healthcare staff, I:

( Provided guidance for practice transformation and clinic

redesign using a Quality Improvement Model and encouraging the practice

of Lean Methodology and Benchmarking

( Collaborated with Medical Directors and staff to assure clinical

appropriateness of quality improvement projects and to encourage alignment

with contracted providers regarding evidence-based care protocols

impacting quality and safety

( Assured multidisciplinary involvement in project development

( Identified and recommended actions to management based on

collection and analysis of data and information

( Collected data and information; provided analysis and

recommendations to management

( Assured reporting of critical measurements, metrics, and outcomes

through established reporting mechanisms

( Collaborated with departments to ensure successful cross-functional

integration between the Quality Program and other department programs and

initiatives

My operations experience provided clinics with the tools necessary to

be successful in meeting the grant criteria using the Chronic Care and

Quality Improvement Models to guide the clinical and programmatic

components of each clinic in a manner that met the continuous quality

improvement and programmatic growth as established by the initiative.

Working closely with the Medical Directors and healthcare staff, I

provided guidance for practice transformation and clinic redesign using a

Quality Improvement Model and encouraging the practice of lean

principles.

Health Care Administration Program

Assisted in expanding the healthcare program to include Patient

Centered Medical Home and Health Promotion.

( Strategic planning and implementation of comprehensive health and

wellness programs and services

( Programs were developed using evidence-based research

( Established an Internship program that included worksite

screenings, fitness programming, health prevention, and screening for

disease prevention (e.g. cancers, diabetes, and heart disease)

( Supervised professional and paraprofessional staff involved with

the delivery of programs and services

( Coordinated and managed training and development for professional

and paraprofessional staff

( Coordinated and supervised health and wellness programming

including, but not limited to, coordinated and implemented wellness

marketing and promotion

( Included Technology-Based Health Promotion

( Taught in-residence and online in the Health Care Administration

Program

( Quality Management in Healthcare

( Continuous Quality Improvement in Health Care

The Inter-Agency Network for Education in Emergencies (INEE)

June 2007 - 2009

To increase knowledge with International Education, accepted this

position as Consultant with INEE. This position allowed me to continue my

work with the Robert

Wood Johnson Foundation while acquiring International experience.

Purpose: The Inter-Agency Network for Education in Emergencies (INEE)

is an open global network of representatives from NGOs, UN agencies,

donor agencies, governments, academic institutions, schools and

affected populations working together to ensure all persons the right to

quality and safe education and healthcare in emergencies and post-crisis

recovery.

I accepted the position to assist with program development to

Strengthen Inclusive Education and Health Disparities; promote Global

Sustainability Education as it related to the program and participants; and

increase community involvement from a global perspective. Focus of the

project was the collection and management of data and drafting a proposal

to improve the lives of all children with challenges in the world and as a

global issue to include HIV/AIDS- tuberculosis (TB); cancer & birth defects

from depleted uranium (DU); intellectual disabilities; abuse; birth

defects; kwashiorkor; inadequate health care; lack of nutritious food; and

the effects of children who are blind or deaf. The initiative to educate

all children, especially children with challenges resulted in the United

Nations General Assembly to adopt agenda item 114 at the 64th session on

June 30, 2010; the right to education in emergency situations.

Argosy University August

2002 - May 2007

Dean, College of Education & Human Development

Interim Campus President

Both the complexity and uncertainty of society and the economy requires

institutions to continuously adapt while upholding quality standards. I

developed institutional policies in alignment to support policy teaching;

human resources; information and computing technology; learning

environments; student support; and international engagement. In addition,

policies also included financial management, public relations and

marketing. I developed an institution-wide framework for teaching and

learning that reflected the mission, values, and specialties of the

institution and defined the objectives of teaching and the expected

learning outcomes for students. The College of Education and Human

Development met the CAEP and HLC standards.

Meeting the Standards for the Council for the Accreditation of Educator

Preparation (CAEP) & the Higher Learning Commission (HLC)

Standard I: Learning Community

I developed a program to revise the curriculum to improve student

achievement and reduce achievement gaps by reforming and restructuring

state and district human resource management systems, focusing first on the

nation's largest and most urban districts; collaborating with urban

districts and states to put more powerful instructional practices into all

classrooms, and to develop strategic systems for recruiting, developing,

rewarding, and retaining top-teacher and administrator talent. I developed

a performance assessment system to measure teacher and principal

performance as needed to guide activities for each individual in each of

the seven target areas of selection, induction, mentoring, professional

development, performance management, compensation, and recruitment.

Standard II: Accountability and Quality Assurance

The Higher Learning Commission (HLC) has increased accountability of higher

learning institutions to be more accountable for student learning as part

of the accreditation process. To stay current with meeting the criteria of

accountability, I implemented outcome measures that can provide value-added

information about student progress while taking into account student

baseline achievement. Integrated into each course are quality assessment

instruments to measure student learning in order to improve instructional

efficiency. In addition, implementing Transparency by Design provides

quality assurance on the student learning outcomes serving adult learners

through distance education. In addition, all courses were evaluated for

time and credits to degree completion.

Standard III: Collaboration/Partnership

Office of Superintendent of Public Instruction (OSPI)

A Secondary Education Program with state approval was developed. The

program identified, as a focus of the program, inclusive classrooms. I

designed curriculum for Medical Issues in the Classroom that included and

also went beyond learning disabilities. The new program focused on learning

challenges and teacher support. The program was approved and offered as

Teacher Professional Development for clock hours. I also provided

opportunities for global teacher awareness that included partnerships with

teacher preparation programs outside of the United States. In addition to

meeting NCATE Standards, the program was recognized as meeting the state

standards and an example of best practices in teacher education.

Business

Partnered with leading businesses to develop professional development and

credit programs resulting in the hiring, retention, and promotion of

learners with disabilities to advance their organizations in the

marketplace; Fortune 500 companies understand the importance of providing

learners with disabilities the universally accessible technologies they

need to become professionals and leaders of the 21st century.

Corporate Education programs assisted employers and employees to earn

certificates, degrees, and professional development credits by applying

knowledge gained on the job. Employees took an introductory course that

assisted with portfolio preparation, and completion of a Capstone Project

that demonstrated hands on skills. In addition, worked with employers to

provide custom designed academic programs to meet the requirements for job

advancement through certification or degree programs. The programs included

training materials for web-based and instructor led courses, ensuring

quality and client satisfaction such as job aids, simulations, hands-on

exercises, scenarios, evaluations, and assessments; aligned with training

assembly and development standards using client styles, standards, and

development tools; utilized multimedia technology and course authoring

tools to complete project deliverables; coordinated the transition of

content while managing deliverable timelines, multi-tasking, and

prioritizing; ensure all training deliverables were consistent, easy to

understand and well organized; and provided tools for proofreading and to

edit own work and work of team members to improve quality, readability,

consistency, and effectiveness of training deliverables.

Military

Provided education assistance with military returning from active duty to

complete an Associate's Degree and transfer to the BA Completion Program;

provided assistance with continuing the degree program online while

stationed outside university campus locations allowing veterans to continue

an education without residency requirements, flexible beginning and ending

times, and accessing the course and resources at any time in remote areas.

Served as the first point of contact for admitted and continuing students'

academic needs; questions and concerns; advisor assisting throughout their

academic career with planning, completion requirements, submission of

appropriate forms and information. Supervised and advisor for the online

global program.

Partnered with the military and integrated into the military's web-based

tuition assistance program to offer online, on military bases, and

university campus locations an opportunity for veterans to complete a

degree program. Also customized a program to share specific courses in a

discipline such as military on track toward becoming an officer and

participating in one of the disciplines the university offers. The military

would honor the university credit courses toward completing the officer

training program resulting in learners earning the equivalent of a BA

Degree with the option of transferring to a Master's level program

Geographically miles away from a campus, military can use their laptop to

complete a degree program as they move to different locations allowing no

break in taking classes especially since online programs meet at the

convenience of the leaners and can stop and begin as needed.

International

In 2003, I presented at the International Conference on Health Professions

in Venice, Italy: The globalization of health care & education: No

barriers, only hope for all of society resulted in partnership with the

Venice International University (VIU). In an effort to continue the mission

of VIU, courses were offered to VIU students online for the purpose of

expanding the Curriculum and Instruction program to include two courses

that I designed and taught. In 2010, I traveled to Europe and presented in

Italy, Austria, and Belgium.

Standard IV: Equity and Diversity

To prepare adult, traditional, and non-traditional students from diverse

backgrounds to engage in successful, socially responsible careers, as part

of the long term strategic plan, I was instrumental in aligning the

associate degree programs to successfully prepare students for college

transfer into Baccalaureate Degree programs; expanded the technical and

vocational education areas to equip students with skills necessary for

gainful employment, professional certification or advanced study;

redesigned the developmental program to better meet the needs of students

who were underprepared for college and need college success skills;

provided evidence-based data to the University President to establish a

Student Success Department with a strategic plan to successfully fund and

operate the new department.

To better assess and increase student success, I designed an assessment,

advisement and counseling services department to assist students in

clarifying personal, academic and career goals resulting in expansion of

the department to provide tutoring and other student support services such

as time management and setting goals, enrollment, financial aid and job

placement services, and revised the criteria for admission to the academic

programs.

I also established a literacy and basic skills education component that

provided assistance for First Year, First Generation, English Second

Language, and International Learners. I used the Extensive Reading approach

in coordination with learners transitioning from pre-college coursework to

the workforce. Extensive reading is an approach that has been utilized with

English Second Language (ESL) learners, but not widely used in the adult

literacy classroom especially with foreign language settings. Adults

increased their reading ability in the target language, developed positive

attitudes toward reading, had increased motivation to read, and made gains

in various aspects of proficiency in the target language, including

vocabulary and writing.

Classrooms included adults who read between the third- and fifth-grade

levels; books cover the reading grade equivalency levels of second through

seventh grade (with a few at the first- and at the eighth-grade levels);

classes with approximately five learners each run for two hours a day, four

days a week, for approximately 13 weeks. The approach conforms to the

literature's descriptions of effective adult literacy classroom

environments; encourages practice in reading different types of texts; and

helps make literacy skills automatic. In this approach, authentic

literature (written at the adults' reading grade level) is used, which also

promotes good adult literacy practice. By the end of the class most

students reported that they read more and were more confident readers.

Worked with learners with challenges and transitional learners from

countries outside the United States creating a learning lab, developed a

campus Student Support Center; hired an ESL Specialist; and monitored

success of learners while working with faculty and staff in recognizing and

working with learners with challenges encouraging the use of available

resources on campus. I designed and taught a course in Medical Issues in

the Classroom to address challenges outside of learning disabilities

Standard V: Structures, Resources and Roles

To ensure proper fiscal management and efficient use of resources, I

carefully planned, organized, coordinated, and directed the overall

operations of program goals with direct oversight and strategic leadership

and monitored, measured the process within the Strategic Plan, managed the

financial complexities of staffing, grant procurement, academic programming

and infrastructure maintenance and development. I was Chair in

coordinating the institutional effectiveness assessment, planning, and

reporting cycles in accordance with state and regional accreditations and

quality standards. I was University Chair for accreditation review to plan,

coordinate, and implement all accreditation activities including onsite

reviews; wrote the Campus Self Study and Institutional Effectiveness

Reports; presented Noel-Levitz analysis.

Analyzed and interpret institutional and environmental data and performance

measurements to aid executive administrators in planning and decision-

making; formulate analytical summaries, findings, and recommendations for

action and further study; develop and oversee student tracking systems to

capture student enrollment and persistence data; develop enrollment

projections for planning and budgeting; financial stability and

accountability of all program activities; developed, implemented, and

maintained the fiscal policies and procedures of the department; and to

ensure compliance of reporting requirements provided quarterly and yearly

reporting to Board Members and recommended resources to effectively and

successfully implement programs; prepared for engagement reviews, oversaw

documentation, guided cross-functional team negotiations and implemented a

long-range strategy addressing the fiscal management of the grants and

departments; and conducted preliminary readiness assessments.

In an effort to manage enrollment, using institutional marketing strategies

to attract new students and to retain current students, I have increased

private funding; planning carefully and managing resources effectively;

modifying programs and services to meet new needs; and introducing

activities aimed at enhancing students' involvement in college life. I also

assisted with the campus strategic diversity initiatives forming

partnerships with members across campus departments and the community, and

successfully achieved signing 10 Articulation Agreements with colleges in

Washington.

Teacher Education Model for the 21st Century

As technology enables institutions to offer distance education courses to

students throughout the country, it is important to offer opportunities for

these students to connect with the institution. With the Vice President of

Technology, I assisted in designing an online university program, including

components of the program to maintain and evaluate student activities;

teaching online provided an opportunity to evaluate the programs and

recommend revisions to meet the needs of the students and comply with

accreditation requirements.

Courses that I develop and/or teach provide growth in synchronous learning;

prevalence of blended solutions; improved technology and access; and

integration of information provision, performance support, peer

collaboration, and training. I integrate multimedia, streaming audio and

video, web whiteboarding, and learning objects have added value to the

courses by integrating technology for effect and interest. Multimedia

incorporates text, graphics, and audio media to enable students to receive

large audio and video files that are converted into a format

Contact this candidate