Why you need this course!
Coaches play an essential role in building a coaching culture.
In this course you will examine ways coaches can be instrumental in developing and sustaining a coaching culture.
Coaching only works when both teachers and school leaders have buy-in.
We need teachers to want to be coached and we need leaders who support coaches to do their job.
Building a culture of coaching is essential for coaches to be successful in their school community.
When coaches are able to look at the school through a macro lens, seeing their coaching program within the whole school system, and recognize their own potential as leaders, they can begin to shift school culture.
Learning Outcomes
After completing this course, you will be able to:
- Understand the Thrive Model for Coaching Success and how each phase supports the development of a thriving coaching culture; and
- Understand change theory and the customer awareness model and how they can help you create a culture of coaching
How long does the course take?
Designed to be completed in a weekend, this course takes approximately 1-3 hours
Who Is this course for?
This course is for current K12 coaches, curriculum leaders, or instructional leaders who are working towards building a coaching program and culture.
All resources are located online.
This mini-course is an effective foundation for The Coach Certificate and Mentorship Program.
Example Curriculum
Hi! I'm Kim.
After working as a coach in international schools for over 15 years – in Germany, Malaysia, Thailand and Japan, I started Eduro Learning to support schools and coaches in building a thriving coaching culture.
I have been working with instructional coaches, and school leaders, in schools around the world since 2015.
Even though each school context is different, all of them have the same problem: a weak foundation for coaching, including a lack of consistency across schools, so the problem arises again when they move to a new school.
What often happens in international schools is schools hire coaches, usually because another school in the region did it first (or because they want to be the first in the region), without clear definitions, standards of practice or expectation for the role and the program.
After being hired, the coach grows increasingly frustrated over three to four years due to this lack of understanding of the role at all levels, combined with little to no PD for the coach, leading to a resignation. Then, the position is not rehired, because school leadership (who may have also transitioned during this period) don’t see the value in the position, and then the cycle repeats itself several years later.
Don’t let this happen at your school! I can help you build the foundations of a thriving and sustainable coaching culture – as an educator, a coach or a school leader!
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