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Coaching to Improve Teaching and Learning
Workshop #: CECO-08

Description:

Collaboration and communication are essential to meeting the goal of all students learning well. Coaching is a proven and practical vehicle for staff members, mentors and administrative evaluators to use in guiding each teacher to intentional best practice that will ensure student learning.

This course details the process of collaboration and communication that promotes quality outcomes in terms of student learning. By establishing a mutual purpose, mutual respect, individual commitment and using a variety of effective coaching communication skills, staff members can maximize the expertise, skill, and talent of coaching partners…. They learn from each other. The online format allows for reflection, practice, observation and analysis and application of skills to current settings. Emphasis is upon intentional best practice, celebration of success, planning for increased effectiveness in subsequent observational episodes and relationship maintenance. While the emphasis of the course is on establishing an effective coaching team, individuals also report that the process of taking the course enhances their instructional, assessment and classroom management skills.

Course Objectives:

  • Understand the role of coaching in intentional best practice
  • Understand the different purposes and uses of coaching
  • Observe and analyze coaching episodes
  • Self-analyze their own prior knowledge about coaching experiences
  • Identify specific and guiding questions they want to answer with respect to coaching
  • Distinguish between what makes an effective and an ineffective coach
  • Explain the importance of trust and identify behaviors that will enhance trust in a coaching relationship
  • Establish clear expectations for coaching partnerships
  • Understand the importance of active listening and essential questions in coaching experiences
  • Separate competence from performance of a single teaching episode
  • Explain what is meant by confidentiality in the coaching experience
  • Understand the varied roles that are played by coaches
  • Understand that student learning is the bottom line in effective instruction
  • Separate style from lesson content
  • Understand the different purpose of peer coaching, mentoring and evaluation
  • Explain how coaching can add meaning and purpose to teacher evaluation
  • Understand the role of enduring knowledge in effective instructional planning
  • Distinguish between a learning and a activity
  • Design/select essential questions to guide the planning process
  • Practice lesson planning and essential questioning with a partner
  • Practice using a variety of methods for data collection
  • Practice a variety of observation strategies through video analysis and scripted lessons
  • Practice with lesson planning and observation with colleagues
  • Understand the role of self-reflection in the coaching process
  • Analyze a variety of possible essential questions to spur reflective practice
  • Evaluate a coaching conference against specific standards of performance
  • Understand and practice using Principles of Constructive Feedback
  • Identify language that builds bridges and language that builds walls in conferencing
  • Conduct a coaching conference
  • Plan time to engage in coaching experiences through Coaching Action Plan

Student Expectations:

This online course is experiential and interactive. Participants will need to do the exercises, complete the online assignments, and post responses that are indicated to the forum for feedback. In addition, participants will be expected to apply certain skills-building exercises in their own setting and report the results of that to the forum. Participation is necessary for passing the course.

   

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

Lesson 1
1a. Reflection on the Coaching Process
1b. Establishing a Positive and Productive Coaching Relationship
1c. Quiz
1d. More Establishing A Positive and Productive Coaching Relationship
1e. Setting Clear Expectations
1f. Requirements for Successful Coaching
1g. Coaching Roles
1h. Coaching and Mentoring
1i. Coaching and Teacher Evaluation

Lesson 2
2a. Coaching the Planning Process
2b. Enduring Knowledge and Understanding
2c. More on Enduring Knowledge
2d. Variables in Planning—Writing Clear Objectives/Differentiation
2e. Distinguishing Between a Learning Activity and Simply a Good Experience
2f. Quiz
2g. Asking the Right Questions—Using Essential Questions in Planning
2h. Collaborative Planning
2i. Determining Authentic Assessment as Part of Planning
2j. Coaching a Planning Process—For Self; For Others

Lesson 3
3a. Coaching Through Observation and Data Collection
3b. Kinds of Data/Sources of Effectiveness
3c. Data At Time Of Observation; Data Over Time
3d. Data Analysis – Three Options
3e. Coaching with Data—Practice
3f. Observation Techniques and Strategies
3g. Practice with Coachee-Driven Data Collection
3h. Practice with Coachee-Driven Data Collection

Lesson 4
4a. Lesson Reflection
4b. Practice with Self-Reflection
4c. The Reflective Conference: Presenting Data; Moving to Intentional Practice
4d. Observing a Coaching Reflective Conference
4e. Conducting a Coaching Conference

Lesson 5
5a. Effective Use of Language in Coaching Conferences — Principles of Constructive Feedback
5b. Words to Use/Words to Avoid in Conferencing
5c. Why Wouldn’t You Say This in a Coaching Conference?
5d. How Would You Respond if Your Coaching Partner Said This?
5e. The Power of Encouragement in Coaching

Lesson 6
6a. The Coaching Process—A Few Reminders
6b. How Do I Find Time to Coach?
6c. Where to Begin the Coaching Process—Decisions and Commitment
6d. Coaching Action Plan
6e. Reflection on the Coaching Process in Your Own Practice

Post Survey
Course Evaluation
Final Exam

Contact Information:

info@cecreditsonline.org
425-788-7275 ext 104

45

3
Graduate credit is available after course completion for an additional fee from various universities.

 
Registration Fee
$345
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