Student-Centered Coaching Certificate

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STUDENT-CENTERED COACHING CERTIFICATE

The program consists of four fully online courses. These can be taken as credit or non-credit experiences. We are also happy to work with school districts to provide units of advancement (professional credits).  

COURSE 1 (​OFFERED IN THE SUMMER)

Foundations of Student Centered Coaching (3 credits), Diane Sweeney and Julie Wright                

Participants in this course will be introduced to the coaching model of student-centered coaching and the seven core practices that are essential to the practice. Assignments will engage participants in discussion, analysis, and reflection on these practices as they are embedded within coaching cycles and as participants begin to transfer applications to their own contexts. Much of this work will be supported through online Professional Learning Communities (PLC’s) which will serve as contexts for collaborative analysis, ongoing dialogue, and constructive feedback on peer work. Participants will also plan and develop materials for leading coaching efforts at their sites, a process that will continue throughout the coaching series as participants engage in PLC work within their face-to-face contexts. In addition to much of this asynchronous work, participants will also have the opportunity to engage with Diane Sweeney during two live webinars.

COURSE 2 (OFFERED IN THE FALL)

Assessment Analysis and Instructional Decision-Making (3 credits), Stephanie shedrow with Dr. ​Beth GIles
The goal of Assessment Analysis and Instructional Decision-Making is to increase the knowledge and skills of coaches in analyzing student evidence as a means of partnering with educators to make powerful teaching and learning decisions to support student success.  We focus on digging deeper into formative and summative assessments to reveal what students know and to identify ways to build on what they know to support them as learners.  Assignments will engage participants in discussion, analysis, and reflection on these practices through online Professional Learning Communities (PLC’s) and the opportunity to work through a “mini” coaching cycle at individual sites.  Additionally, participants will also have the opportunity to engage with Stephanie Shedrow during live webinars regarding her experiences in the classroom. 

COURSE 3 (OFFERED IN THE SPRING)

Organizational Change AND STUDENT-CENTERED COACHING (3 credits), Helen Behr with Dr. Laura Lang

The goal of Organizational Change and Student-Centered Coaching is to support coaches and coaching supervisors in leadership, management, and design of educational organizations as it relates to leveraging coaching to advance organizational and learning outcomes, and designing organizational structures and cultures that support coaching efficacy. The course will focus on identifying barriers to organizational change and mechanisms or strategies to support change processes at the individual teacher, school, and district or system levels.  The course specifically emphasizes the ways in which coaches and coaching supervisors may utilize organizational theory to improve management decisions and organizational outcomes.  It also provides information to facilitate organizational change, to enhance leadership style, and to improve organizational effectiveness. 

COURSE 4 (OFFERED IN THE FALL)

COACHING PRACTICUM (3 CREDITS), LINDSAY STOETZEL AND SANDRA TAYLOR-MARSHALL WITH DR. BETH GILES 
As the culmination to the Student-Centered Coaching Certificate, this practicum is designed to provide participants with an opportunity to apply and integrate knowledge and skills acquired through coursework. In addition, activities and readings are designed to engage participants in critical analysis and reflection of their coaching practices. Participants will be expected to invest a great deal of time in their on-site Professional Learning Communities (PLC’s) coordinating and engaging in one-on-one coaching as they work through coaching cycles (with individual teacher partners or teaching teams). Our online PLC’s will serve as an extension of this on-site work as we engage in collaborative inquiry into coaching practice that accounts for sociocultural and student-centered instructional practices, attention to components of adult learning theory, and analysis of coaching roles through language use and norms of facilitation. 

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