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451	Supportive Systems for Building Capacity of the Elementary Instructional Coach Fiori, Christy L. 12 1900 (has links) The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district. building capacity change process coaching collaboration communication campus administration support district administration support fast-growth human capital instructional coach learning organization professional learning professional learning communities role clarity shared leadership social capital student learning student results supportive structures Education, Curriculum and Instruction Education, Elementary Education, General Teachers -- In-service training. Mentoring in education. Elementary school teachers. Professional learning communities. Employees -- Coaching of.
452	Life coaching for female high school learners : a case study in Gauteng province Preston, Candice 09 1900 (has links) This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners. / Educational Management and Leadership / M. Ed. (Educational Management) Life coaching Life coach Cognitive Behavioural Therapy Resilience Stress management Adolescence Action research Case study Female high school learners Strategies Challenge Problem-solving Mental wellbeing Emotion Confidence Goal setting Values Beliefs Time Management Self-esteem Self-belief Self-confidence Positive thinking Safe environment Professional relationship Ability Learning Balance Academic performance Achievements 373.18283520968225
453	Faculty Senate Minutes November 6, 2017 University of Arizona Faculty Senate 05 December 2017 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Arizona Faculties Council (AFC) ABOR pilot program Post-docs UA Intellectual Property Policy food insecurity diversity student athletics fee UA Campus Pantry DACA students Op-Ed Public Voices Program Project RCM installation of President Robbins Office of Sustainability cultural competency training sexual harassment training financial competency training health competency training ABOR Business and Finance Committee Veterinary Medicine Core Facility Arizona Health Sciences Building 201 Intercollegiate Athletics Projects Hillenbrand Aquatics facility Hillenbrand Softball facility new indoor sports center College of Education dean UA college basketball coach salaries assessments Office of Instruction and Assessment Taskstream Committee of Eleven Faculty performance review Undergraduate Learning Outcomes Personal and Family Financial Planning Korean Culture minor Korean Language Minor Master of Medical Studies
454	TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION Scott Tecumseh Thorne (10730865) 30 April 2021 (has links) The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.<p></p> Higher education Secondary education Education assessment and evaluation Educational counselling Educational technology and computing Other education not elsewhere classified Engineering design Educational psychology Dual Credit Transcribed Credit Direct Credit Facilitator Model Professional Learning Professional Development Barriers to Dual Credit Teacher Facilitator Student Success Coach Teacher Supports Design Design Thinking Engineering Design Technological Design Open-ended Problem Solving Educational Counselling Education Secondary Education Higher Education Education Assessment and Evaluation Educational Psychology Educational Technology and Computing Engineering Design Methods

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