The Benefits Of Virtual Coaching

This report will discuss the current status of coach education and coach learning in the UK. These findings will then be used to identify and recommend to the management board of Sports-Coach UK and the Minister for sport where the investments from the central Governments for coach education and development should be placed.

Despite my somber interest of my temporary workplace, I still yearned to do something different. Therefore, I took a clean shot at substitute teaching, but little did I know that the captivating adventures of Substitute Teaching, Up-Close and Personal were in steady progress.

Cognitive Coaching provides a potential end to teacher isolation and strives to improve teacher efficacy by “helping teachers expand their repertoire of teaching styles by exploring untapped resources within themselves” (Dildy, 2001). However, most school districts have New Teaching Programs seldom use the cognitive coaching method. Most school districts assign a mentor and require new teachers to attend monthly

Mentoring KTIP interns and students teachers has allowed me to foster professional relationships to improve teaching and increase student learning. My coaching centers on building upon the mentee’s

Every few years, some new process, concept, reform, or innovation is touted as the magic cure-all that will remedy whatever ails the profession – followed by disappointment that many ailments continue to plague us. Educators are often baffled by – and perhaps impatient with – these perpetual shifts and their accompanying array of

Woullard, R., & Coats, L.T. (2004). The community college role in preparing future teaches: The impact of mentoring program for preservice teachers. Community College Journal of Research and Practice, 28, 609-624.

Professional development opportunities during early release days and summer curriculum work will support teacher training in how to utilize technology to enhance district and teacher learning objectives.

The coaching model of the Pathway Project is a threat to construct validity. Veteran teachers with previous exposure to the project provided coaching to treatment group teachers. The length between the initial exposure and the Project Pathway study causes concern. During this time lapse, the veteran teachers could share techniques with other teachers including those of the control group.

The strategies are universal and can be used for coaches, and athletes of all levels. The strategies as follows, have been adapted for coaching from, Siedentop, Mand and Taggart's (1986) effective teaching strategies. 1. Spend a large % of training time devoted to specific content of the sport. This requires a coach to plan sessions which allow for athlete learning. It is important that athletes are engaged and effectively learning during these periods, and coaches must design activities which are on task, and meet the learning needs of the athletes. 2. Devote a high % of training time to meaningful practice. In order to make full use of planned content time, a coach must maximise ‘doing’ time. Here, it is also important that every athlete is involved and engaged, which can be achieved effectively through the use of smaller groups and a higher frequency of drills/games. 3. Maximise opportunities that students have to practice through routines and minimising wait time, transitions and management. A coach must be organised to maintain flow and engagement in a session. By establishing routines, and having a clear session plan, it allows more time for practice 4. Keep athletes on task.Engagement is key, when keeping athletes on task, if they are engaged and actively participating then they will be less likely to be distracted. A coach should set behavioural standards for acceptable behaviours, and actively supervise and enforce them. 5. Assign tasks that are meaningful and matched to athletes abilities.For an athlete to actively engage in a task, it has to provide meaning for them, and be of a level of which is challenging and stimulating. A coach can give tasks purpose, through objectives/outcomes which the athlete can assess, and modify games and drills to suit the abilities of the athletes. 6. Provide a supportive learning environment and high but

The University of North Carolina Wilmington was one of two public institutions nationwide honored for leadership and innovation in teacher education with the 2006 Christa McAuliffe Excellence in Teacher Education Award presented by the American Association of State Colleges and Universities (AACSU). The award recognizes excellence in teacher education programs and advances teacher education by identifying promising practices and critical issues related to measuring the impact of programs on teacher candidate knowledge and the impact of these teachers on pupil learning. UNCW was honored for the learner-centered Cognitive Coaching model partnership in the Watson College of Education which connects university faculty and student educators with

Gutek (2013) discusses how clinical experiences and practice teaching, orginated in normal schools and they are crucial components in teacher preparation programs today (p. 219). He describes William C. Bagley’s contributions to normal school programs and provides the four components in the teacher education program he designed (Gutek, 2013, p. 218). Gutek

The online survey consists of 30 questions: open and close ended, multiple-choice and a Likert response scale. These questions would be designed to measure the following: level of recognition, effective communication, internal and external motivators, preparedness, knowledge and skills, level of support, approachability and availability of staff, source of hire and years of experience. The survey will only be accessible to the GCISD’s current and retired substitute teachers. If we measure these variables, then we could utilize the collected data to maximize the fill rate. The

With recent advances in technology and access to the Internet, teachers can improve their connections beyond their face-to-face networks, ask help and support, and access vast quantities of professional knowledge

A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role.

It is not known to what degree — if any —teacher shortage is common problem in many school systems. This study examined the teacher shortage, retaining teachers, mentoring/induction in relationship to teacher job satisfaction. Darling-Hammond (2003) revealed that research shows that novice teachers usually leave after five years of teaching. The goal is to make educators understand the need for mentoring/induction program in the southern school system.