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Coaching Certification Programme


Certificate in Coaching Competence - A journey in coaching

Contents

We are asked all the time about the possibility of how delegates can achieve accreditation for the training that we offer. We decided a long time ago that what we offer is not an accreditation route in itself, it is more a journey towards putting coaching at the heart of a school culture. It is ensuring that those involved are learning how to use coaching to support the management of change, build deep expertise in pedagogy and foster powerful knowledge and learning.

The essence of our coaching programmes is their sustainability where the coaching skills are learnt incrementally and over time. Coaching is about promoting the use of professional conversations that lead to self-discovery, self-belief and a willingness to innovate and create outstanding learning opportunities for leaders, managers, teachers, pupils and other stakeholders.

There are so many of the schools that have used Learning Cultures’ coaching models to develop self-sustaining professional learning communities that we have decided to offer our own route, not to accreditation but to certification. The reason for this is that we do not want to burden the profession with the onerous requirements of an accreditation or qualification outcome. Accreditation requires long hours of research, at least 3 essays of up to 5,000 words and a commitment to study and practise over something like 65-90 guided learning hours. The current work-load and well-being issues that all schools face make accreditation difficult to achieve and we know that there is significant drop out for those who try.

The certification route with Learning Cultures is not an easier option. It is a different more hands on and practical approach. The duration of the programme is for three terms and will require commitment and time to work with colleagues who want to be coached as part of their professional development and learning.

The model is for schools and colleges who want to train a team of coaches who can be the catalyst for embedding a coaching culture across the whole school or college.

The model we have designed is outlined in the flow chart below:

A journey in coaching with Learning Cultures – a route to certification
 

Pre course activity

  • Guided reflection on personal starting points
  • Suggested reading and research papers
  • Self and organisational review to ascertain impact measures for individual, team and organisational performance

Session 1: Fundamentals

Half day training workshop and additional reflection time with peers:

  • The essence of coaching
  • Comparisons with other helping activities
  • Coaching skills and qualities
  • Exploring a coaching model
  • Considering coaching tools to support a coaching conversation

Guided tasks and reflections & preparation for session 2

  • Coaching practice with peers using model’ and tools from session 1
  • Short portfolio tasks to reflect on knowledge, skills and practice
  • Preparation activities for session 2
  • Support from trainer through email contact, by phone and video conference

Session 2: The self-aware coach

Half day training workshop and additional reflection time with peers:

  • Review of learning so far
  • Review preparation tasks (self-awareness questionnaires to explore own beliefs and values, styles of working and developing own coaching style)
  • Introduction to other models of coaching and further tools and techniques to support coaching conversations

Guided tasks and reflections & preparation for session 3

  • Coaching practice with peers using models and tools from sessions 1 and 2 using a coaching diary
  • Short portfolio tasks to reflect on knowledge, skills and practice
  • Preparation activities for session 3
  • Support from trainer through email contact, by phone and video conference

Session 3: Taking it further

Half day training workshop and additional reflection time with peers:

  • Review of learning so far
  • Coaching practice and exploring approaches to feedback
  • Boundaries, contracting, coaching ethically
  • Peer support and supervision
  • Where are you now and next steps in coaching

Completion of portfolio of practice and reflections

  • Support from trainer through email contact, by phone and video conference
  • Opportunities for reflection and professional dialogue to assess success and impact

Certification from Learning Cultures  diploma image learning cultures3

What the programme consists of:

  • Work with six members of a school or college over an academic year to develop their coaching skills
  • We will include three one day training sessions, one each term. The training will be challenging and in-depth and will have a grounding in research, model best practice and provide the springboard for the coaching activity the coaches will be involved with over the year
  • Each participant will complete a portfolio of evidence designed to assess their skills and knowledge linked to certification at Level 5 of the National Qualification Framework
  • Each of the participants will commit to undertaking 30 sessions of coaching with other staff, 10 sessions a term (around 30 minutes per session)
  • Participants will have access to a qualified Learning Cultures’ coach and we will provide several video conferencing opportunities between the training sessions
  • Each of the participants will keep a reflective log and a coaching diary recording their progress and their reflections on their learning and the impact of coaching on their coachees

What is the cost?

The cost of the programme will be £5,000.00 + VAT for up to six participants.

This includes:

  • 3 days training
  • An assigned coach to be available for video conferencing and email contact
  • Resources including a portfolio, research and reading material and a reflective coaching log and diary
  • A final report delivered to the senior leadership team that defines the impact of the programme and potential next steps for the certificated coaches to continue their coaching journey and work with a new group of coachees themselves

The benefits of this approach:

  • There is a framework linked to outcomes over a clearly defined period of time for coachees to work towards their stated goals or priorities
  • Coachees have a designated external coach who is available to support them in their quest to become confident and experienced in coaching techniques
  • The three in-house training sessions provide an opportunity for a trainer/coach to challenge and question coachees so that they continue to grow and develop as coaches
  • Between the training days the coachees work with others within the school or college to support new initiatives, share ideas of focus on specific issues or problems so that coaching begins to be an integral part of professional learning and development
  • The use of an in-depth portfolio of evidence is a powerful learning tool that guides coachees towards research, useful reading and reflection that will enhance their skills and knowledge and help them to develop as coaches
  • Coaching is visible and provides all staff with the opportunity to ask for coaching as part of their own learning journey
  • The participants have an opportunity to work together and become a strong team that can support the school vision and improvement plan and work together and with others to ensure what is described as intent in delivered consistently across the school
  • Creates opportunities for the sharing and cascading of good and outstanding practice where individuals learn how to talk about their own strengths and how they can find ways to continuously improve
  • Provides a vehicle for action research linked to stated and clearly defined outcomes
  • It is a cost-effective way of ensuring that investment in professional development has a lasting impact on learning and achievement for leaders, managers, teachers, support staff and pupils

Interested? Contact us