Libraries

Reading / Language Arts

Instructional Strategies

English Language Learners

Transforming Instruction with Technology

Classroom Management / Creating Effective Learning Environments

Beginning Teachers

Special Education

School-wide Programs – Title I, Part A

Counselors

Support Staff

Customized Libraries

Highly Qualified Teacher Title II, Part A

Coaching to Improve Teaching and Learning

Price

Coaching to Improve Teaching and Learning

Western Oregon University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Hours: 45.00
  • University Credits: 3.00
  • Promotions
What you need to know

CE Credits Online Courses Have Been Approved for Academic Credits through Western Oregon University

  • Start anytime and work at your own convenience
  • Available 24/7 from any computer with Internet access
  • One-on-one facilitation

IMPORTANT INFORMATION

Western Oregon University (WOU): WOU offers post baccalaureate, 600 graduate level credits based on the quarter system. The tuition cost is $50 per credit, plus a $10 processing fee, payable to CE Credits Online.

  • Step 1:Select your course(s) from the catalog tab above and enroll following the onscreen instructions.
  • Step 2: To request Western Oregon University (WOU) Credits:
    Western Oregon University Registration Form

    If you want WOU credit for the CE Credits Online course, you are required to submit a registration form for the course within 2 weeks of starting the class. Located on your “Student Homepage” (after you enroll) you will find a Request University Credit section under Obtaining Credits. You will select Western Oregon University and follow the instructions for requesting and paying for your WOU credits.

    To ensure that you receive credit for a specific quarter, your request, registration form and payment need to be received 20 days before the end of that quarter or the first of the month, whichever one is earlier. For example if the quarter ends on June 10th we would need to receive your request, registration form and payment by May 22nd.
  • Step 3: Once the credit fee has been paid, your completion paperwork and WOU registration will be submitted to WOU 18 days prior to the quarter ending. Allow three weeks after the end of the quarter before requesting an official or unofficial transcript.
Quarter Ending date
Fall 2012 12/13/2013
Winter 2014 03/21/2014
Spring 2014 06/17/2014
Summer 2014 08/15/2014

You can find directions for requesting an official transcript on the Western Oregon University Registrar page.

Western Oregon DEP contact information
Division of Extended Programs
Western Oregon University
345 N Monmouth Ave.
Monmouth, OR 97361
Phone: 1-800-451-5767
Fax: 503-838-8473
Email: extend@wou.edu

Western Oregon University Registration Form
If you want WOU credit for the course, the Division of Extended Programs (DEP) of Western Oregon University requires completed DEP registration forms. CE Credits Online will submit your course completion paperwork for each CE Credits Online course. Please print the Western Oregon University Registration Form and complete items #1-15, skip #14 Method of Payment. Sign and date on #16 and fax to CE Credits Online 1-425-844-4164 or mail to:

CE Credits Online
Attention: Sandra Blazevich
23224 NE 156th PL.
Woodinville, WA. 98077

CE Credits Online can not process your academic credit request without the completed Western Oregon University DEP registration form. If you have any questions please contact DEP office or visit the website: http://www.wou.edu/provost/extprogram/creditoverlay_CEONLINE.php.

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

425.788.7275

Your State Information

*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)

Promotions

Teaching English Language Learners: An Introduction

  • $249 through July 31, 2015
  • Use promo code July15 at checkout

Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

Click Here to Sign Up.

*Does not apply to all districts

Why Choose 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:

  • Standards-based
  • 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.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • 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
Reviews
  • I have learned so much about the coaching process and how to be an effective coach. I have learned that the relationship between the coach and the coachee is the most important first step in effective coaching. I have learned that coaching is not as much about telling the coachee what you see but asking them to reflect on what they saw happening and how it felt. It is a cooperative process. I have learned that coaching is a powerful way to help teachers become better teachers and be more aware of what and how their students are learning. It is important to be aware of what the enduring knowledge is that you are imparting to the students and then checking to make sure they are actually learning it. As the coaching session begins to come to a close, it is important to summarize what was discussed and talk about what will happen next. As always, maintaining the positive relationship so that both parties are receptive to new ideas and knowledge.

    What a participant from California said about Coaching to Improve Teaching and Learning
  • "Coaching to Improve Teaching and Learning" has provided a new skill set for me. Both in personal and collaborative planning, the uses of intentional best practice and enduring knowledge have become essential. The process of planning, observing, and having a reflective conference are core coaching strategies. In the beginning stages of coaching, I have found that planning collaboratively is a good first step. Developing effective methods and environments for positive coaching relationships is essential. These relationships can flourish in a safe environment. They have encouraged me to necessary risk-taking. They are based in good communication or rapport. They have helped me as the observed teacher to do quality work without fear of being judged and foster trust. Clear mutual expectations can help increase openness to data and acting positively upon it. Asking the right questions is the key to assisting your coaching partner. Being a clear communicator, a good listener, an encourager, a guide, a perspective builder, and confidant are the roles that an effective coach performs. Effective planning for coaching is integral to a positive and productive coaching experience. When coaching partner is being observed, he/ she determines scope, data collection, and reporting process. The coach or observer is a catalysis for growth for the observed. The coaching interactions should include enduring understanding, specific feedback, opportunities for self reflection, and demonstration of understanding through application. Focusing on authentic assessments and evidence of learning brings to light what teaching practices to continue and what to change. The evidence of good teaching is good learning, and the evidence of that will follow. Looking at the data collected and analyzing it by mirroring, collaboration, or consultation by an expert can also determine evidence of learning. The reflective conference is an important element that is not only useful in coaching, but also in self examination of using best practices. It assists the observed partner in self analysis and guides them with reflective questions. Reviewing data regarding student learning during this process is an important component. Using positive language and encouragement during this reflective time is a powerful tool. Coaching has made me more aware of others and how to assist them without imposing my teaching style or preferences on them guiding them to their personal best teaching and best outcomes in student achievement. Coaching has also developed a self awareness and created an inward dialogue that keeps me focused on the right questions and effective reflection. I strive to remember that teaching is a work in progress and there is always room for improvement. Performing my best teaching is not my ultimate goal anymore, but creating successful student learning is. Finding my path to that end is the best practice I can be a part of in education.

    What a participant from Georgia said about Coaching to Improve Teaching and Learning
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

    What a participant from California said about Conducting the Parent Conference
  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom