Understanding Coaching in Education - Online

Understanding Coaching in Education - Online

This moderated, self-paced online course delivers a concise, thought provoking introduction to the field of Coaching in Education. It enables participants to unpack the definition of Coaching in Education; discover entry points to applying coaching in educational communities; learn about Growth Coaching International’s three elements of coaching; consider a proven coaching framework for educational contexts; explore and apply research into Coaching in Education; and contemplate coaching cultures for learning in their context.

Who Is It For?

This course is appropriate for educators who are interested in exploring and understanding the conceptual and theoretical aspect of the field of Coaching in Education.

Mode of Delivery

  • 6 moderated self-paced online modules (approximately 60-120 mins each), with each module released weekly
  • 1 optional facilitated, live, interactive Zoom webinar (at the completion of the course)

This is a global, open-enrolment program that provides you with the opportunity to learn with an international cohort.

Program Outcomes

  • Define Coaching in Education and articulate what it means to you.
  • Recognise the ‘entry points’ to applying coaching and mentoring in educational communities and reflect on how you might position coaching in your context.
  • Appreciate three elements of effective coaching; the GROWTH Framework, Key Coaching Skills and a Coaching Way of Being.
  • Demonstrate an awareness of the research that informs the field of Coaching in Education, and its application to your context.
  • Identify how coaching might be applied in your context.


How is coaching in education different from coaching in other sectors?

The key differentiator is that coaching in education has a clear purpose: improved outcomes for learners. While the focus is on the success and wellbeing of learners, coaching is used to support everyone in the educational community.

The Global Framework for Coaching and Mentoring in Education (van Nieuwerburgh, Knight & Campbell, 2019) shows 4 areas where coaching is being used currently in schools, colleges and universities:


   To support students directly

  • Teachers with coaching skills are able to have more positive and solution-focused conversations with students
  • Teachers can use coaching to help students to build on their strengths, set inspiring goals, and increase their agency
  • Student coaching conversations elevate student voice and choice, enhancing student motivation and wellbeing

   To support educational leadership

  • Educational leaders who receive coaching benefit from having a safe space reflect and plan, leading to greater strategic clarity, confidence and agency.
  • Educational leaders who adopt coaching as a way of leading are able to better support and engage their colleagues in a way that promotes ownership , responsibility and professionalism .


   To improve the professional practice of educators

  • Teachers and other educators who receive coaching in relation to their professional practice experience increased self-efficacy and are able to sustain the implementation of new practices to meet the needs of their students.
  • Teachers and other educators can use coaching skills to improve the quality of dialogue , including providing feedback, with their peers that leads to increased levels of collegiality , collaboration and trust.



   To connect educational institutions to their communities

  • Teachers and leaders can deploy their coaching skills with parents , carers and other members of the school community to increase levels of authentic engagement and collaboration.
  • Teachers and leaders talking a coaching approach to communication with multiple stakeholders in their school community can increase their sense commitment and support for the aims and aspirations of the institution.

Define Coaching and A Coaching Approach

"a one-to-one conversation focused on the enhancement of learning and development through increasing self-awareness and a sense of personal responsibility, where the coach facilitates the self-directed learning of the coachee through questioning, active listening, and appropriate challenge in a supportive and encouraging climate"
(van Nieuwerburgh, 2012)

"intentionally managed conversations that employ active listening, skilful questioning and other coaching skills tempered with high levels of emotional intelligence, in order to raise awareness and encourage responsibility in the coachee"
(Munro, 2016)

A ‘coaching approach’ is about intentionally utilising the transferable elements of coaching in a range of conversational situations that would not typically be considered coaching interactions.
Some ‘transferable’ elements of coaching include:

  • A focus on learning
  • Encouraging personal responsibility and self-direction
  • A focus on the coachee’s agenda
  • Providing both support and challenge
  • A non-evaluative stance and encouraging climate
  • Based on a partnership approach
  • They focus more on the present and future (than the past)
(Campbell & van Nieuwerburgh, 2018)

"In defining coaching as a form of ‘conversation’ it can be easy to trivialise and underplay the critical importance of effective coaching skill development training. Coaching is a specific kind of conversation, full of intention; subtle and not so subtle shifts in perspective; carefully nuanced language; and acutely refined listening among other things"
(Campbell, 2016)

 

Click here to register in one of our Global Open-enrolment Cohorts

Fee

In Australia: $150 + GST
Outside Australia: $150
Your fee includes:
  • Ongoing access to our Learning Management System (LMS)
  • 6 moderated self-paced online modules (approximately 60-120 mins each), with each module released weekly on our LMS
  • 1 optional facilitated, live, interactive Zoom webinar (at the completion of the course)

Terms and Conditions

GCI Online Open-Enrolment Program Cancellation & Transfer Policy
By registering for any of our GCI Online Open-Enrolment Programs the following cancellation policy applies:
All cancellations or changes must be requested in writing by email to info@growthcoaching.com.au

If you are unable to attend the program you may transfer1:
•To another program. However, only one change is allowed and you must attend another program within six months of initial program.
•Your registration to another nominated person or
1Given the nature of our online programs it is not possible to transfer to another program after the program has started.

The following transfer and cancellation fees apply:
•Cancellations or transfers greater than 3 weeks prior to the program attract no fees and the full program fee will be refunded.
•Cancellations or transfers less than 3 weeks prior to the program:
     ~ $50 plus GST transfer fee for rescheduling to another program or
     ~ $50 plus GST transfer fee for nominating another attendee or
     ~ 50% of the program fee plus GST for cancellation requests.

•Cancellations or transfers less than 1 week prior to the program start date:
      ~ $100 plus GST transfer fee for rescheduling to another program or
      ~ $100 plus GST transfer fee for nominating another attendee or
      ~ Program fee is non-refundable for cancellation requests.

 

Summary

Timeframe  Transfer to another program  Nominate another
attendee 
Cancellation 
Greater than 3 weeks prior to the program 

No additional fee  No additional fee  Full refund 
Greater than 1 week but less than 3 weeks prior to the program 

$50 plus GST  $50 plus GST  50% of program fee plus GST
Less than 1 week prior to the program 

$100 plus GST   $100 plus GST   100% of program fee plus GST
“No Show” Not attending the program 

Not applicable  Not applicable  100% of program fee plus GST 

In the event that a program is cancelled, registrants will be reimbursed their registration fee.

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