Coaching Certification Programme
Certificate in Coaching Competence - A journey in coaching
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 flowchart below:
Pre course activity
Course introduction: Meet your course tutor via Zoom to review activities and share goals.
Session 1: Fundamentals
Two half day webinars and additional reflection time personally/ with peers and with the Learning Cultures course tutor via Zoom tutorial discussion and email.
Guided tasks and reflections & preparation for session 2
Session 2: The self-aware coach
A second online programme consisting of two half day webinars and additional reflection time personally/ with peers and with the Learning Cultures course tutor via Zoom tutorial discussion and email.
Guided tasks and reflections & preparation for session 3
Session 3: Taking it further
A third online programme consisting of two half day webinars and additional reflection time personally/ with peers and with the Learning Cultures course tutor via Zoom tutorial discussion and email.
Completion of portfolio of practice and reflections
Certification from Learning Cultures
What the programme consists of:
- Working individually or with other members of your school or college flexibly over an academic year to develop your coaching skills.
- Comprehensive training, equivalent to three full days and three twilight sessions, will be delivered online by a qualified coach/trainer. The training is challenging and in-depth and has a grounding in research, best practice and provides the springboard for the coaching activity you will be involved in as a coach over the year.
- Undertaking 20 hours of coaching with other staff over the course of the year (flexibly, but typically around 30 minutes per session).
- Access to a qualified Learning Cultures’ coach who will provide online discussion/supervision opportunities and email contact between the training sessions.
- Maintaining a reflective log and a coaching diary recording your progress and your reflections on your learning and the impact of coaching on your coachees. These build a portfolio of evidence designed to assess your skills and knowledge linked to certification outcomes.
- Access to resources and tasks through a course Moodle platform, which will also be used to submit work. There will also be the opportunity to share reflections and learning with others through a course blog.
What is the cost?
- 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