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Highly Qualified Teacher Title II, Part A

Coaching to Improve Teaching and Learning

Price

Coaching to Improve Teaching and Learning

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Number of: Hours 45
  • 3 university semester credits, 4 university quarter credits
    (university fees are additional)
  • System Requirements
What you need to know
Year End Special - $199

(Valid through December 31, 2014)

All 3 Credit Courses

3 – Credit Course/ 45 Hours

Use the following promo code at checkout:

YearEndSpecial2014


CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.


Humboldt State University (HSU):
HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course 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
Syllabus
  • Course:
    Coaching to Improve Teaching and Learning
  • Prerequisites:
    None

Course Description:

Increased demands upon educators to continuously improve their practice and to ensure they meet the demands of “no child left behind” means that there is not enough time for each educator to learn everything that is needed or to make all the mistakes themselves. 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: Participants will

  • 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
  • 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. Successfully completing the course and all assignments 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
    • 1.a Reflection on the Coaching Process
    • 1.b Establishing a Positive and Productive Coaching Relationship
    • 1.c Quiz
    • 1.d More Establishing A Positive and Productive Coaching Relationship
    • 1.e Setting Clear Expectations
    • 1.f Requirements for Successful Coaching
    • 1.g Coaching Roles
    • 1.h Coaching and Mentoring
    • 1.i Coaching and Teacher Evaluation
  • Lesson 2
    • 2.a Coaching the Planning Process
    • 2.b Enduring Knowledge and Understanding
    • 2.c More on Enduring Knowledge
    • 2.d Variables in Planning—Writing Clear Objectives/Differentiation
    • 2.e Distinguishing Between a Learning Activity and Simply a Good Experience
    • 2.f Quiz
    • 2.g Asking the Right Questions—Using Essential Questions in Planning
    • 2.h Collaborative Planning
    • 2.i Determining Authentic Assessment as Part of Planning
    • 2.j 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
    • 4.a Lesson Reflection
    • 4.b Practice with Self-Reflection
    • 4.c The Reflective Conference: Presenting Data; Moving to Intentional Practice
    • 4.d Observing a Coaching Reflective Conference
    • 4.e Conducting a Coaching Conference
  • Midterm
  • Lesson 5
    • 5.a Effective Use of Language in Coaching Conferences—Principles of Constructive Feedback
    • 5.b Words to Use/Words to Avoid in Conferencing
    • 5.c Why Wouldn’t You Say This in a Coaching Conference?
    • 5.d How Would You Respond if Your Coaching Partner Said This?
    • 5.e 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
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

1.888.263.9980

Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based 
  • University credits available* 
  • Asynchronous – start at any time – 24/7
  • Self-paced – work at your own pace and convenience 
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills 

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits
   45 hours = 3 semester credits
   30 hours = 2 semester credits
   15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Why Chose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff