61 research outputs found
Letter from Errol P. Lizana, Watts Manufactoring Corporation, July 23, 1976
No full textRecomendation letter for Hide (Hideyuki) Takamori from Errol P. Lizana, Vice President from Watts Manufactoring Corporation.The Hideyuki and Betty (Tanji) Takamori Collection contains photographs, correspondence, and official documents related to the Hideyuki and Betty (Tanji) Takamori. Images in the collection include family photographs from the United States and Japan, travel photographs from Las Vegas, Santa Monica, Disneyland, San Francisco, and Hawaii, graduation photographs of young women from the Fashion Center, and other photographs related to the lives of the Takamori family
Coaching and mentoring: a change agent to lead effective teacher development in schools
No full textAbstract:
The development of mentors and coaches play a key part in developing future teachers to the teaching
profession; however, the development of these teacher educators is often framed within the constraints
of the compliance regulations of national policies and courses rather than truly reflecting on the needs
of teacher educators to develop their knowledge and skills to enable them to support future teachers
well on their journey. Often the personal and professional learning needs of teacher educators are not
fully factored into policy development, or if they are, they are broadly mentioned without any specific
detail. Teacher Educators, such as mentors and coaches, are placed at the heart of retaining future
teachers in England, through the Department of Education in England’s retention strategy via the
Early Careers Framework. However, mentoring and coaching is mentioned scantly in the policy
frameworks, and the development of teacher educators are provided with little guidance. This thesis
carefully considered how the professional learning journey of teacher educators needed to be mapped
out to equip them as future mentors. It will be paramount to the successful roll-out of the Early
Careers Framework to embed strong and detailed practices to develop the professionals who need to
support Early Careers Teachers on their journey. Understanding how these adult learners, in this case
the teacher educators need to be developed, to grasp how to consider the needs of the Early Careers
Teacher, will make a significant difference in the outcomes of new teachers.
This thesis looks at the importance of learning transfer and self-directed learning in the professional
development cycle for teacher educators, to provide them with the necessary knowledge, theoretical
understanding, and skills to develop future teachers effectively.
In the absence of clear guidance on how to develop mentors and coaches for their roles as Teacher
Educators to support Early Careers Teachers, this study explored what the impact is of the
development of a mentoring and coaching programme to support Teacher Educators in their roles.
This mixed methods action research project tracked the learning journey of Teacher Educators across
3 learning stages to evaluate how they were progressing, what learning needs and gaps they had, and
how to address these, as well as what the impact of their learning was on the outcomes of the Early
Careers Teachers they worked with. The study explored through in-depth interviews and progress
tracking, the learning journeys of both the Teacher Educators and Early Careers Teachers, to gain a
detailed understanding of how to shape the learning opportunities for Teacher Educators to equip them
well for the next stage of their work with new teachers. The study provides a unique contribution to
knowledge in this field by considering how to shape the learning journey of the Teacher Educator
supporting Early Careers Teachers, with the specific learning needs of the Teacher Educator and the
Early Careers Teacher in mind. The thesis provides an account of the Teacher Educators’ professional
learning and how their various learning needs should be considered in future. Core themes emerge,
such as the importance of sustained practice, bespoke and differentiated support, and learners’
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engagement. The research highlights key considerations and recommendations which will in future
have implications for theory and practice in relation to Teacher Educator development within schools
and Higher Education Institutions
Developing a Culture of Mentoring and Coaching in a Mainstream Secondary Context Through the Use of Lesson Study
No full textMentoring and coaching has been highlighted as one of the most underused strategies to develop whole school development for teachers, and in many cases mentoring and coaching’s value, as a cognitive leadership approach, can have invaluable impact on leading change, and the outcomes for learners (Cameron & Green 2012). The study explores how mentoring and coaching is used, to develop collaborative professionalism through the use of lesson study to improve teaching and learning outcomes in a mainstream secondary context. It highlights how shared collaborative practice leads to effective teaching and learning practice, which not only impacts positively on teaching staff, but on learner experiences too
Supporting teacher trainees with Special Educational Needs
No full textTeacher training often focuses on how to support learners with specific learning needs, but there is also a growing number of teacher trainees who need support during their Initial Teacher Training year and beyond to enable them to engage effectively with their learners. This study focuses onkey methods used to support teacher trainees, and strategies developed to enable them to engage effectively with their learners to ensure both the teacher trainee and their pupils make effective progress. This is an area of development that requires more work, but it is important that thought should be given to teacher trainees and their needs in a similar way to that of the pupils they look after to ensure that they can continue to make the wonderful contributions they are able to
Education Journal Magazine: Volume 3, Edition 1
No full textContents:
Education and reading are circular – the more a person has of one, the better the development of the other”: An investigation into how poetry can nurture and develop students’ falling relationship with reading for pleasure by Charlotte Reid
Article to the government addressing the safeguarding of young Muslim students in schools by Hashim Shabbir Vali
A reflective dissertation that tailored the Continuous Professional Development required to educate early years teaching staff about formative assessment using a socio-emotional perspective by Sonali Malhotra
Concept based learning: an alternate mode of practice in Education? Crafting a learning experience using Bakhtin’s Dialogic Pedagogy by Babita Ginda
Academic paper for an online audience regarding an approach to behaviour management by Hashim Shabbir Vali
An introduction to research for leaders – Part one: carrying out your research by Shrehan Lynch, Lizana Oberholzer and Laura McBean
An introduction to research for leaders – Part two: carrying out your research by Shrehan Lynch, Lizana Oberholzer and Laura McBean
The why, how and when of LGBT+ education by Hanna Shrive, Helen Tiplady and Emma Whewell
Twitter as a VCoP by Poppy Gibson and Mike Scott
Improving the educational experiences and outcomes of looked after children in secondary education: the role of teacher training and continued professional development by William Coughlin-Miller
Extending Impact and Influencing Others by Georgia Shakespeare
Leading learning in communities: an exploration of an online Learning-Based Intervention aimed at supporting disadvantaged students’ return to the classroom by Christy Smithers
Using Bernstein’s theory of pedagogical devices to examine compromises made within physical education curriculum designs by Tarandeep Malh
Headteacher Development through Non-Linear Coaching and Coaching
No full textThis study explored how a non-linear coaching model can be used to develop headteachers in South Africa on their learning journey. The case study explores through qualitative data how senior leaders in schools were able to reflect on their learning through the use of a non-linear coaching model to deepen their understanding of senior leadership, and how they strategically needed to consider the needs of their school, as well as the learners and teams within their schools. A qualitative research approach was used, with data from semi-structured interviews thematically coded through the use of Braun and Clarke’s (2006) six phase model. Key learning from the project is that a collaborative professional approach, facilitating effective learning conversations through a non-linear model, ensured that leaders were able to develop a deep understanding of their contexts and were able to engage with key strategic decisions making processes in a safe, trusting learning environment
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