Applying a Group Coaching and Mentoring Framework to Shift an Organization Culture

Concurrent Session 7

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Brief Abstract

This design was structured using four theoretical constructs: Coaching and Mentoring, Metacognition, Self-Regulated Learning, and Community of Practice. Each construct produced an organizational change that improved teaching excellence, boosted job satisfaction, decreased faculty isolation, and inspired faculty to work towards a common institutional goal. As a result, student engagement, retention, and persistence all increased.

Presenters

Mrs. Linda Algozzini, Faculty Director of Core Learning at American Public University, is a veteran educator who is passionate about redesigning the teaching and learning process for all learners. The mantra What you think about, you bring about is her guiding principle. Linda has had the privilege of fusing a breadth of methodologies to support understanding how one’s thoughts and actions can shape results throughout her career.  Linda’s ability to create and design effective practices has positively impacted a myriad of learning settings: Special Education inclusion to meet the No Child Left Behind federal initiative, Professional development curriculum training for educators, school improvement plans, Partial Hospital/educational programming for mentally ill or maladjusted youth and teens, and Applying a Group Coaching and Mentoring framework for higher education. The Group Coaching and Mentoring framework designed and implemented by Linda has won the Online Learning Consortium’s Effective Practice award. She will accept the honor at the 2017 OLC Innovate conference in New Orleans on April 6, 2017. Linda’s ability to effect change to improve the lives of others brings her the greatest joy. Linda authored and implemented a direct coaching, mentoring, and mentoring to teams process model design and facilitates the process in partnership with the American Public University System Center for Teaching and Learning initiative along with Dr. Grady Batchelor. Linda is a veteran educator serving in both administrative and instructional capacities within public education, and online higher education arenas.
Dr. Grady Batchelor serves as dean of faculty and student success, leading the Center for Teaching and Learning (CTL) at American Public University System, including assessment and curriculum, core learning, the management of faculty professional development and strategizing student success, retention, persistence, and completion, as well as providing micro-credentialing for faculty professional development. Dr. Batchelor holds a Doctor of Management from Colorado Technical University. He has a Certificate in Strategic Foresight from the University of Houston and a Certificate in Strategic Management from DePaul University.

Extended Abstract

American Public University, a fully online institution, strives to support a diverse population of students to become leaders and innovators in a global society. In 2016 the Faculty Director of Core Learning, challenged to meet new University initiatives, applied a Group Coaching and Mentoring framework within the department to increase instructional practices and effectiveness. This design (effective practice) was structured using four theoretical constructs: Coaching and Mentoring, Metacognition, Self-Regulated Learning, and Community of Practice. Each construct, working independently yet interconnected, produced an organizational change that improved teaching excellence, boosted job satisfaction, decreased faculty isolation, and inspired faculty to work towards a common institutional goal. This framework launched a new and fresh way to promote critical thinking in the online classroom, supporting the development of faculty and students as independent thinkers and lifelong learners.The Group Coaching and Mentoring design shifted the culture of the department and taught faculty how to meet the needs of 21st Century learners. As a result, student engagement, retention, and persistence all increased. This circled back to supporting the mission of the school while at the same time growing educators personally and professionally.