Course-VII Coaching & Mentoring to Improve …KDS COURSE #7: “Coaching & Mentoring to Improve Student Learning” Course Provider: Knowledge Delivery Systems Website: Address: 110

KDS COURSE #7:

“Coaching & Mentoring to Improve Student Learning”

Course Provider: Knowledge Delivery Systems

Website: www.kdsi.org

Address: 110 William Street, Floor 32

New York, NY 10038-3091

Contact Person(s): Contact 1: KDS

Email: [email protected] Phone: (212) 809-2969

Course Title: Coaching & Mentoring to Improve Student Learning

Course Length: 30 hours (lecture time, plus additional assessment and forum interaction)

NOTE: Parts I & II of the course each include 15 hours of streaming video

Term: YEAR-ROUND (Fall, Spring, Summer)

Time: Self-paced (Weekdays, Weekends, Available 24-7)

Content Area(s): All (Concepts in Coaching & Mentoring to increase achievement through

Instructional Coaching & Mentoring to Improve Student Learning across Curricula. The course will

include skills for teachers to coach/mentor students and fellow educators alike, as applied to all

grades and subject levels. Focus on best practices in self-reflection, questioning and observation

skills, verbal and non-verbal communication, evaluation, community-building, and technology

integration.)

Target Grade Level(s): K-12 and beyond (College of Education, Continuing Education)

Description of Course (including references to research, alignment to student achievement, and

best practices):

This course will comprehensively cover topics relating to Instructional Coaching & Mentoring to

Improve Student Learning across the Curriculum. Both coaching and mentoring have been proven

to be highly effective strategies for ensuring positive change in people and organizations. This

course will help educators learn and practice essential coaching skills to create continuous

improvement in their classrooms. Teachers will learn to coach/mentor their students and fellow

educators to achieve academic success. Within this course, the roles of support, relationships with

colleagues, coaches, and mentors will all be illustrated as a means to improve student learning

across the curriculum. Teachers will learn to develop relationship skills for emotional and

instructional support. Self-reflection, questioning and observation skills will be developed

throughout the course. Emphasis will be placed on developing communication skills both verbal

and non-verbal that will help to build rapport between and among students, teachers, parents and

administrators. Presenters will highlight effective evaluation skills and feedback strategies that

reflect best practices in education. In addition, technology resources in the form of movies and

websites will be used to inspire teachers and students, and ultimately, to improve teacher practices

and help build professional applications to real world situations. All phases of the mentor/protégé

relationship will be presented in a format designed to assist schools in implementing this proven

and highly effective practice.

Instructional Goal(s): Participants will learn skills in Coaching & Mentoring to Improve Student

Learning (across Curriculum), including:

Coaching vs. Mentoring: Teachers will learn the similarities and differences between coaching and

mentoring; they will learn to choose the most effective role for a particular student or classroom

situation. Teachers will learn the importance and benefits of building and maintaining positive

coaching and mentoring relationships and the reciprocal role of coaching and mentoring in the

educational setting. Techniques that build relationships between and among students, parents,

teachers, administration and members of the larger community will be emphasized. Teachers will

learn 7 different conferencing models that can be used to build educational relationships within the

school community. Teachers will learn to develop effective conferencing questions and techniques.

Classroom Performance: Teachers will learn skills and techniques to improve the teaching/learning

process in their classroom. There will be an emphasis on developing observation and

communication skills within the classroom. Teachers will be taught to use Anecdotal note-taking

and script-taping techniques to gather data and analyze student/classroom performance and

interaction. This data will be used to create a positive classroom environment and improve learning

across the curriculum. Teachers will learn critical skills and strategies to overcome resistance to

change and growth. Verbal and non-verbal communications are examined and improved

communication will result from techniques and skills covered by the presenters.

The Role of Technology: The use of technology (as well as technology integration in the

classroom) as a tool for communication and self-refection will be examined. Movie clips and

websites will be used to provide shared experiences for teachers and students. Building

relationships, setting goals, and improving communication through discussion and self-reflection of

these shared experiences are additional skills teacher will learn.

School Performance: Teachers will learn best practices for Mentoring and Coaching in the

educational environment. Emphasis will be placed on Curriculum Planning and Classroom

Management techniques to implement across their department, school or district in order to

optimize student outcomes on state assessments and high-stakes tests. Techniques for mentoring

and coaching other teachers on best practices in education will be incorporated throughout the

course.

Community Building: Teachers will undertake strategies of self-assessment and self-improvement,

adapting to change in the 21st century educational environment. Participants will acquire skills in

building teacher and administrator leadership, respect, and diversity awareness. Learning strategies

to implement best practices, set priorities and build effective and efficient strategies to successful

implementation of positive change. (Examples including building outreach programs for students

and parents, along with gaining other allied communities).

All seminars will focus on the common goal of building a more effective teaching and learning

environment for students and teachers, as performance will improve if the groundwork is laid to

building a more effectual and welcoming school environment.

Standards Addressed:

Standards are addressed from Applied Learning, Literacy, and English Language Arts as applied to

Elementary, Middle, and High School Performance Standards. In addition, technology NETS as

applied to students and teachers.

Communication Tools and Techniques

� Make an oral presentation of project plans or findings to an appropriate audience.

� Compose and send correspondence.

� Write and format information for short publications.

Information Tools and Techniques

� Gather information to assist in completing project work.

� Use information technology to assist in gathering, organizing, and presenting information.

Learning and Self-management Tools and Techniques

� Learn from models.

� Keep records of work activities in an orderly manner.

� Identify strengths and weaknesses in his or her own work.

� Tools and Techniques for Working With Others

� Work with others to complete a task.

� Show or explain something clearly enough for someone else to be able to do it.

� Respond to a request from a client.

English Language Arts

� Speaking, Listening, and Viewing

� Participate in one-to-one conferences with the teacher.

� Participate in group meetings.

� Prepare and deliver an individual presentation.

� Make informed judgments about TV, radio, and film.

Technology Foundation Standards for Students (NETS)

Social, ethical, and human issues

� Students understand the ethical, cultural, and societal issues related to technology.

� Students practice responsible use of technology systems, information, and software.

� Students develop positive attitudes toward technology uses that support lifelong learning,

collaboration, personal pursuits, and productivity.

Technology communications tools

� Students use telecommunications to collaborate, publish, and interact with peers, experts,

and other audiences.

� Students use a variety of media and formats to communicate information and ideas

effectively to multiple audiences.

Technology Foundation Standards for Teachers (NETS)

Planning and designing learning environments and experiences.

Teachers plan and design effective learning environments and experiences supported by

technology.

Teachers:

1. Design developmentally appropriate learning opportunities that apply technology-enhanced

instructional strategies to support the diverse needs of learners.

2. Apply current research on teaching and learning with technology when planning learning

environments and experiences.

3. Identify and locate technology resources and evaluate them for accuracy and suitability.

4. Plan for the management of technology resources within the context of learning activities.

5. Plan strategies to manage student learning in a technology-enhanced environment.

Teaching, learning, and the curriculum.

Teachers implement curriculum plans, which include methods and strategies for applying

technology to maximize student learning.

Teachers:

1. Facilitate technology-enhanced experiences that address content standards and student

technology standards.

2. Use technology to support learner-centered strategies that address the diverse needs of

students.

3. Apply technology to develop students' higher order skills and creativity.

4. Manage student-learning activities in a technology-enhanced environment.

Evidence of Participant Application (Projects, collections of student work, action research

reports):

There will be at least 13 review and reflection questions to be submitted, not including the midterm

and final examinations.) Course Administrators will on average provide feedback to teachers within

two days of their submitted work.

Teachers will build an online portfolio of responses to questions which will culminate with the final

examination and culminating activity/project to demonstrate their overall knowledge gained.

Throughout the course, participants will be able to communicate to fellow teachers and Course

Administrators through open discussion forum (organized by threaded postings).

Teachers will submit a project incorporated in the Final Exam which will demonstrate their mastery

of the topic – this will include a sample of revised lesson plans and summation strategies to

immediately apply in their classroom teaching. Teachers will have unlimited opportunity to

communicate with both KDS Course Administrators who will constantly review work submitted.

Further Details:

Pre-assessment questions will be administered online prior to viewing the lecture, and post-

assessment questions will gauge mastery of the lecture’s contents after viewing the lecture. Both

assessment tests will consist of multiple choice (also including True/False) questions as well as free

response questions.

Students’ participation in the lecture can and will be monitored by course administrators. In order

to receive credit, students will: review and understand “Course Objectives,” this includes a Topic

Summary, Topic Objectives, Topic Goals, and a Topic Outline) and satisfactorily complete the

aforementioned Pre- and Post-Assessment questions for each segment of the video content (as

further described in the Course Outline). Students must view Video/Audio lectures in their entirety

along with synchronized PowerPoint slides. Educators will participate in interactive discussion

forums led by the course administrator. Students will take notes on the lecture using the online

notepad provided. Students will have unlimited access to course materials including but not limited

to PowerPoint slides, transcripts, speaker biographies, and other topic resources and auxiliary

materials.

Additional Detail on KDS’s Interactive Platform

KDS’s Course Administrators oversee and monitor participants’ progress throughout the course.

Objectives and course expectations are presented prior to each of our 20 lectures of 90 minutes

each. In addition, the participant completes a Pre-Assessment Question and Answer Section to

activate prior knowledge before viewing the accompanying lecture. Following the lecture there is

also a Post- Assessment Question and Answer Section that is more specific to the information

presented by the speaker. This will reflect mastery of the concepts and content taught in each

lecture and also require teachers to apply their knowledge in free response questions, where they

will demonstrate how they will utilize the lessons taught in their own questions.

In this course, each participant is expected to create or redesign an existing lesson plan, integrating

concepts, strategies and activities that address the crucial concepts learned from the lectures.

Midway through the course participants will complete a midterm exam and, at the conclusion of the

course, a final exam is given. These exams are essay format and will be reviewed and graded by the

course administrator, as will the lesson plan.

Participation in Discussion Boards, Blogging, Journal Writing, Live Texting, and creating Online

Portfolios are treated as Classroom Discussions, work compilation, and note-taking opportunities

rather than assessment tools. Our assessment tools consist of Pre- and Post-Assessment questions,

midterm and final exam essays, and lesson plan designs. The computer tabulates multiple choice

and True/False answers while the course administrator reviews and responds to the open-ended

questions, essays and lesson plan designs.

This course consists of 20 lectures lasting 90 minutes from experts in the field of education. The

course is built around the content presented by the nationally renowned lecturers. All of the content

and concepts were taken directly from the work of these presenters. The ideas and strategies

addressed in this course go beyond classroom teachers to include auxiliary personnel and could be

used for adult education as well.

The assessment project would include the creation of one lesson plan design and responding to a

midterm and two final exam essay questions. The lesson plan requires participants to create a new

or adapt an existing lesson plan using concepts and strategies that will challenge all students while

specifically addressing the needs of diverse groups of students. The exam questions would require

participants to examine the specific needs of students in their classroom or school and challenge

them to apply the concepts presented in this course to address those needs.

The information presented by the lecturers specifically address high expectations and

differentiation in the classroom. Participants are constantly challenged to apply strategies and

activities in their own classrooms. The research is supplied by the KDS Lecturers who are experts

in their respective fields. The biographies of these speakers as well as supporting reference

materials are included below.

The use of technology and performance assessment is an integral part of the teaching-learning

process at KDS. Participants are expected to use technology to participate in classroom discussions,

download and create documents, view streaming video/audio presentations and slideshows, print

resources, and to post answers to coursework and exams. In addition, participants are expected to

exhibit growth between their performance on Pre- and Post-Assessment Questions.

Student Learning: Indicate how the course work will impact on student learning.

Teachers will be equipped with new skills and strategies to help students reach academic success.

Students will experiences renewed, positive relationships with teachers and a renewed confidence

in themselves to achieve success. They will learn to overcome perceived problems and obstacles to

learning. They will create specific learning plans with specific actions, guided by a teacher who has

learned to help them bypass struggles. Students will experience the same strategies of achieving

peak performance that athletes use to achieve extraordinary goals.

More specifically:

- Student confidence will dramatically rise as they become empowered to take new actions

toward a perceived challenge.

- Students will gain clarify about their strengths and build upon them in learning

experiences.

- Students will learn to turn negative, self-defeating thoughts into powerful,

possibility thinking strategies that will lead them to unimagined success.

- Relationships with teachers will dramatically improve as honestly and trust are fostered in

a teacher-as-coach or teacher-as-mentor relationship.

Students will become increasingly involved in learning as they:

- Strengthen their self-confidences themselves as able and capable students.

- Define their strengths, and build upon them.

- Make daily progress toward their academic goals and achievement.

- Build lasting, positive relationships with their Coach and/or Mentor

Relation to the "No Child Left Behind" Act

Emphasis on differentiation as essential element of instruction is the focus when assisting students

as a mentor or coach. Success for all students is the primary goal.

Assessment Instruments (including projects, presentations, collections of work, reports):

Pre-assessment questions will be administered online prior to viewing the lecture, and post-

assessment questions will gauge mastery of the lecture’s contents after viewing the lecture. Both

assessment tests will consist of both multiple choice (also including True/False) questions as well

as free response questions.

Students’ participation in the lecture can and will be monitored by course administrators. In order

to receive credit, students will: review and understand “Course Objectives” and satisfactorily

complete the aforementioned Pre- and Post-Assessment questions for each segment of the video

content (as further described in the Course Outline). Students must view Video/Audio lectures in

their entirety along with synchronized PowerPoint slides. Students will participate in interactive

discussion forums led by the course administrator. Students will take notes on the lecture using the

online notepad provided. Students will have unlimited access to course materials including but not

limited to PowerPoint slides, transcripts, speaker biographies, and other topic resources and

auxiliary materials.

Administrators will have access to:

• Student usage statistics,

• Discussion boards,

• Teacher blogs,

• Note-taking sessions,

• Pre-Assessment Q&A,

• Post-Assessment Q&A,

• Cumulative Coursework File

Students will submit assessment questions for a Midterm and Final Exam in the same fashion as

submission of assessment questions.

COURSE OUTLINE:

Lecturer Name(s): Multiple (see below) Title of Course: (Online Course) Coaching & Mentoring to Improve Student Learning

Course Location: Online (via home, school, library computer, etc.) Instructor’s Telephone #: (212) 809-2969 E-mail:[email protected], [email protected] Course Coordinator: Melanie Fox

COURSE DESCRIPTION

Calendar Topics Goals/Objectives

Method of

Instruction

Text/Readings

Date, time, number of

hours per session.

List segment’s

topic and

material e.g.

handouts.

Specify instructional goals

and standards for each

session as referenced on

page two (2) of the

proposal.

Method of

presenting (e.g.,

classroom video or

interactive hands-

on

activity.)Presenter’s

name & affiliation.

Title, author, edition, publisher, cost, and

where it is available.

ALL SEMINARS HAVE EXTENSIVE

PRINTABLE HANDOUTS. THIS IS THE

ONLY REQUIRED READING MATERIAL.

SUPPLEMENTARY READINGS ARE

RECOMMENDED FOR ADDITIONAL

ENRICHMENT

(Available online, suggested

www.amazon.com)

COACHING & MENTORING TO IMPROVE STUDENT LEARNING, PART I

DATE/TIME:

Anytime (On-Demand via Online KDS Classroom Platform

TOPIC NAME:

POWERful Coaching, Session 1: What Every Educator

OBJECTIVES:

After completing this topic, you will understand…

• And be able to define

FORMAT:

Video/Audio with synchronized PowerPoint slides, downloadable topic

SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special

#HOURS: 1.5

Must Know About Coaching

coaching; • And identify the

difference between coaching and other roles;

• The research and

growth of coaching; • The difference

between coaching and mentoring;

• The boom in

coaching in education and beyond.

resources, and interactive Discussion Board. PRESENTER:

Karla Reiss

Education. In addition, she is a Certified Professional Empowerment Coach. The bulk of her professional career was in the education field. As Coordinator of Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide school systems, and other organizations and individuals, to create a system of ongoing, customized support to help them reach their personal or professional goals. SUGGESTED READINGS:

Leadership Coaching for Educators, by Karla Reiss, $35.95, Corwin Press, www.corwinpress.com

Beyond the Myths and Magic of Mentoring: How to Facilitate an Effective Mentoring Process, Revised Edition by Margo Murray Amazon.com $36.95

The Elements of Mentoring by W. Brad Johnson and Charles R. Ridley Amazon.com

$14.93

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 2: Becoming a Great Coach

OBJECTIVES:


• Coaching basics and

mindsets; • Attributes of a great

coach and coachee; • Self-assessment; • Many reasons to

coach;

• Coaching the whole person;

• Coaching = change!

FORMAT:

Video/Audio with synchronized PowerPoint slides, downloadable topic resources, and interactive Discussion Board. PRESENTER:

Karla Reiss

SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special Education. In addition, she is a Certified Professional Empowerment Coach. The bulk of her professional career was in the education field. As Coordinator of Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide school systems, and other organizations and individuals, to create a system of ongoing, customized support to help them reach their personal or professional goals. SUGGESTED READINGS:

Leadership Coaching for Educators, by Karla Reiss, $35.95, Corwin Press,

www.corwinpress.com


The Elements of Mentoring by W. Brad Johnson and Charles R. Ridley Amazon.com $14.93

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 3: Creating Coaching Competency, Part 1

OBJECTIVES:


� How to establish a coaching agreement;

� Establishing a

coaching relationship;

� The phases of a

coaching relationship;

� How to develop and

practice Essential Coaching Skills - Part 1.

FORMAT:


Karla Reiss

SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special Education. In addition, she is a Certified Professional Empowerment Coach. The bulk of her professional career was in the education field. As Coordinator of Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide

school systems, and other organizations and individuals, to create a system of ongoing, customized support to help them reach their personal or professional goals. SUGGESTED READINGS:




DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 4: Creating Coaching Competency, Part 2

OBJECTIVES:


� And be aware of ethics in coaching;

� The value of

identifying one’s personal values;

� Techniques for

connecting values and joy with coaching goals;

FORMAT:


Karla Reiss

SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special Education. In addition, she is a Certified Professional Empowerment Coach. The bulk of her professional career was in the education field. As Coordinator of Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As

� How to learn and

practice Essential Coaching Skills - part 2.

Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide school systems, and other organizations and individuals, to create a system of ongoing, customized support to help them reach their personal or professional goals. SUGGESTED READINGS:




DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 5: Creating Coaching Competency,

OBJECTIVES:


� The connection

between emotional intelligence and

FORMAT:

Video/Audio with synchronized PowerPoint slides, downloadable topic resources, and interactive

SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special Education. In addition, she is a Certified Professional Empowerment Coach.

Part 3 coaching;

� The importance of trust and safety in a coaching relationship;

� Whose agenda to

follow in organizational coaching;

� The need to develop a rationale for asking questions versus giving answers to coaches;

� How to earn and practice additional coaching skills.

Discussion Board. PRESENTER:

Karla Reiss

The bulk of her professional career was in the education field. As Coordinator of Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide school systems, and other organizations and individuals, to create a system of ongoing, customized support to help them reach their personal or professional goals. SUGGESTED READINGS:




DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 6: The POWERful Coaching Model

OBJECTIVES:


active listening as an essential core coaching skill; and learn to use the POWERful Coaching Framework; the 5-step model for conducting a coaching session; that accountability and action are central to achieving results; coaching skills practice.

FORMAT:


Karla Reiss

SPEAKER BIOGRAPHY:





DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 7: Say Yes to Change, Part 1

OBJECTIVES:

After completing this topic, you will understand… � What is meant by a “coaching approach” to creating change; � How creating awareness helps a coachee learn and grow; � Discover how one’s thoughts and beliefs influence them to change or stagnate; � The causes of resistance; � And be able to identify strategies and skills coaches use to confront resistance.

FORMAT:


Karla Reiss

SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special Education. In addition, she is a Certified Professional Empowerment Coach. The bulk of her professional career was in the education field. As Coordinator of Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide school systems, and other organizations and individuals, to create a system of ongoing,

customized support to help them reach their personal or professional goals. SUGGESTED READINGS:




DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 8: Say Yes to Change, Part 2

OBJECTIVES:


� Strategies for action

planning;

� Resistance to change; � How fear and

interpretations influence change efforts;

� How words reflect one’s

thoughts and action; � The concept of letting go

to open space for change.

FORMAT:


Karla Reiss

SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special Education. In addition, she is a Certified Professional Empowerment Coach. The bulk of her professional career was in the education field. As Coordinator of Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with

administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide school systems, and other organizations and individuals, to create a system of ongoing, customized support to help them reach their personal or professional goals. SUGGESTED READINGS:




DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

POWERful Coaching, Session 9: Thinking Your Way to Peak Performance

OBJECTIVES:


� The coach’s role in

planning and goal-setting;

� How the concept of possibility thinking

FORMAT:


SPEAKER BIOGRAPHY:

Karla Reiss has earned a Bachelor of Science degree as well as a Master of Arts. Her Professional Diplomas are in School District Administration and Special Education. In addition, she is a Certified Professional Empowerment Coach. The bulk of her professional career was in the education field. As Coordinator of

can help coachees expand their viewpoints;

� Skills for possibility

thinking; � Essential strategies

for peak performance.

Karla Reiss

Professional Development at Western Suffolk Board of Cooperative Education Services, she designed and developed professional learning opportunities for administrators and teachers in numerous districts in Long Island, New York. As Director of Planning and Funding at Southern Westchester Board of Cooperative Education Services, she again worked with administrators and teachers to design continuous improvement plans for a region that included 35 school districts. She worked with both high-needs school districts as well as wealthier, low-need districts. Karla is the founder of The Change Place which was established it 2002 to provide school systems, and other organizations and individuals, to create a system of ongoing, customized support to help them reach their personal or professional goals. SUGGESTED READINGS:




DATE/TIME: TOPIC NAME: OBJECTIVES: FORMAT: SPEAKER BIOGRAPHY:


#HOURS: 1.5

POWERful Coaching, Session 10: Successful Coaching in Practice


� How coaches

maintain progress toward goals;

� Accountability for taking action step;

� How to create an effective coaching plan;

� Effective

communication of coaching in a district;

� The conditions of success for effective coaching initiatives;

� Multiple pathways to integrate coaching in districts.


Karla Reiss



Beyond the Myths and Magic of Mentoring:

How to Facilitate an Effective Mentoring Process, Revised Edition by Margo Murray Amazon.com $36.95


COACHING & MENTORING TO IMPROVE STUDENT LEARNING, PART II

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

The Mentor/Protégé Voyage Leadership and Adults

OBJECTIVES:

During session one, the participant will develop knowledge and understanding of:

• The Voyage of Adult Development • Introductory Principles of Mentor-Protégé Communication • The Competencies of Effective Mentors • Mentoring in the Framework of Adult Learning and Leadership Development • Competencies for Mentoring in the Context of Leadership Development Skills • Framework and Competencies of

FORMAT:


Johnnie Roebuck

Bill Alvarez

SPEAKER BIOGRAPHY:

Johnnie Roebuck

Dr. Johnnie Jones Roebuck currently serves as the Arkansas State Representative for district 20 in southwest Arkansas. She is Professor and Coordinator of Educational Leadership at Henderson State University in Arkadelphia, Arkansas. She is the former Dean of the HSU Graduate School and also served as Director of Continuing Education and Lifelong Learning. While at HSU, Dr. Roebuck has been instrumental in planning and implementing the educational specialist program in educational leadership, as well as the program of study leading to licensure as a curriculum program administrator. Her HSU colleagues recently selected her as the recipient of the 2006 Faculty Excellence Award in Scholarly Activity and also awarded her the Excellence Award in Teaching in 2005. Dr. Roebuck has presented at state, regional and national conferences on topics concerning motivation, school law,

Mentoring Expanded and Referenced in Subsequent Sessions

leadership, special education issues, time and stress management, as well as professional learning communities. She has served as a consultant with school districts throughout the U.S. and her research on organizational culture and climate as well as leadership style has helped many organizations to improve worker productivity.

Bill Alvarez

Bill Alvarez graduated from the University of Arkansas with a doctorate in Educational Leadership. Dr. Alvarez has had extensive work in K-12 and postsecondary education. Bill’s education career began in public school education serving several communities as a teacher and school building and district administrator. He transitioned to higher education; serving as a tenured professor and administrator. Dr. Alvarez joined the KDS team in Fall 2006, serving as an education consultant.

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

Understanding Leadership Concepts

OBJECTIVES:

During session five, the participant will develop knowledge and understanding of:

• Leadership

• Leadership Historical Perspective

FORMAT:

Video/Audio with synchronized PowerPoint slides, downloadable topic resources, and interactive Discussion Board. PRESENTERS:

SPEAKER BIOGRAPHY:

Johnnie Roebuck

Dr. Johnnie Jones Roebuck currently serves as the Arkansas State Representative for district 20 in southwest Arkansas. She is Professor and Coordinator of Educational Leadership at Henderson State University in Arkadelphia, Arkansas. She is the former Dean of the HSU Graduate School and also

• Approaches to Leadership

• Traits and Skills of Effective Leadership

• Attitudinal Approaches

• Situational Leadership

• Theory X and Y

• Models of Situational Leadership

• Power and Leadership

• Training and Development

• Leadership Standards

Johnnie Roebuck Bill Alvarez

served as Director of Continuing Education and Lifelong Learning. While at HSU, Dr. Roebuck has been instrumental in planning and implementing the educational specialist program in educational leadership, as well as the program of study leading to licensure as a curriculum program administrator. Her HSU colleagues recently selected her as the recipient of the 2006 Faculty Excellence Award in Scholarly Activity and also awarded her the Excellence Award in Teaching in 2005. Dr. Roebuck has presented at state, regional and national conferences on topics concerning motivation, school law, leadership, special education issues, time and stress management, as well as professional learning communities. She has served as a consultant with school districts throughout the U.S. and her research on organizational culture and climate as well as leadership style has helped many organizations to improve worker productivity.

Bill Alvarez

Bill Alvarez graduated from the University of Arkansas with a doctorate in Educational Leadership. Dr. Alvarez has had extensive work in K-12 and postsecondary education. Bill’s education career began in public school education serving several communities as a teacher and school building and district administrator. He transitioned to higher

education; serving as a tenured professor and administrator. Dr. Alvarez joined the KDS team in Fall 2006, serving as an education consultant.

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

Understanding Leading to Mentoring Success

OBJECTIVES:

During session six, the participant will develop knowledge and understanding of:

• Motivational Theory

• Opportunity to Grow

and Mature

• Transformational Leadership

• The Change Process

• Transforming Leadership through Redefining Organizational Culture

• Meanings of Change

• Effective Change

• Cultural Strategies for School Improvement

• Groups

FORMAT:



SPEAKER BIOGRAPHY:

Johnnie Roebuck

Dr. Johnnie Jones Roebuck currently serves as the Arkansas State Representative for district 20 in southwest Arkansas. She is Professor and Coordinator of Educational Leadership at Henderson State University in Arkadelphia, Arkansas. She is the former Dean of the HSU Graduate School and also served as Director of Continuing Education and Lifelong Learning. While at HSU, Dr. Roebuck has been instrumental in planning and implementing the educational specialist program in educational leadership, as well as the program of study leading to licensure as a curriculum program administrator. Her HSU colleagues recently selected her as the recipient of the 2006 Faculty Excellence Award in Scholarly Activity and also awarded her the Excellence Award in Teaching in 2005. Dr. Roebuck has presented at state, regional and national conferences on topics concerning motivation, school law, leadership, special education issues, time and stress management, as well as professional learning communities. She

• Understanding

Conflict

• Diagnosing the Environment

• Community Sectors

• Cultural Indicators

has served as a consultant with school districts throughout the U.S. and her research on organizational culture and climate as well as leadership style has helped many organizations to improve worker productivity.

Bill Alvarez


DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

Advanced Mentoring Processes and Practice

OBJECTIVES:

During session seven, the participant will develop knowledge and understanding of:

• Social Competencies • Communications • Listening • Observation • Feedback • Intuition • From Good to Great

– Mentoring and the

FORMAT:



SPEAKER BIOGRAPHY:

Johnnie Roebuck

Dr. Johnnie Jones Roebuck currently serves as the Arkansas State Representative for district 20 in southwest Arkansas. She is Professor and Coordinator of Educational Leadership at Henderson State University in Arkadelphia, Arkansas. She is the former Dean of the HSU Graduate School and also served as Director of Continuing Education and Lifelong Learning. While at HSU, Dr. Roebuck has been instrumental in

Protégé • Panel Discussion:

Culminating Review of Sessions 1-7

planning and implementing the educational specialist program in educational leadership, as well as the program of study leading to licensure as a curriculum program administrator. Her HSU colleagues recently selected her as the recipient of the 2006 Faculty Excellence Award in Scholarly Activity and also awarded her the Excellence Award in Teaching in 2005. Dr. Roebuck has presented at state, regional and national conferences on topics concerning motivation, school law, leadership, special education issues, time and stress management, as well as professional learning communities. She has served as a consultant with school districts throughout the U.S. and her research on organizational culture and climate as well as leadership style has helped many organizations to improve worker productivity.

Bill Alvarez


DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

Foundations of Mentoring

OBJECTIVES:

During session two, the participant will develop knowledge and understanding of: • Developing your Assets • Mentoring and your

Personal Forte • Mentoring according to

the Literature • Roles and Goals of the

Mentor • Reflecting on Protégé

Needs

FORMAT:



SPEAKER BIOGRAPHY:

Johnnie Roebuck

Dr. Johnnie Jones Roebuck currently serves as the Arkansas State Representative for district 20 in southwest Arkansas. She is Professor and Coordinator of Educational Leadership at Henderson State University in Arkadelphia, Arkansas. She is the former Dean of the HSU Graduate School and also served as Director of Continuing Education and Lifelong Learning. While at HSU, Dr. Roebuck has been instrumental in planning and implementing the educational specialist program in educational leadership, as well as the program of study leading to licensure as a curriculum program administrator. Her HSU colleagues recently selected her as the recipient of the 2006 Faculty Excellence Award in Scholarly Activity and

also awarded her the Excellence Award in Teaching in 2005. Dr. Roebuck has presented at state, regional and national conferences on topics concerning motivation, school law, leadership, special education issues, time and stress management, as well as professional learning communities. She has served as a consultant with school districts throughout the U.S. and her research on organizational culture and climate as well as leadership style has helped many organizations to improve worker productivity.

Bill Alvarez


DATE/TIME:


TOPIC NAME:

Mentoring as Adult Learning

OBJECTIVES:

During session four, the participant will develop knowledge and understanding of:

FORMAT:

Video/Audio with synchronized PowerPoint slides, downloadable topic

SPEAKER BIOGRAPHY:

Johnnie Roebuck

Dr. Johnnie Jones Roebuck currently serves as the Arkansas State

#HOURS: 1.5

• Adult Learning

Theory and Leadership Training

• The Need for a Code of Ethics

• Questions Related to Ethical Practice

• Ethical Norms • Ethical Issues in

Mentoring from the HRD Perspective

• Developing an Ethical Culture

• Adult Learning Needs

• Principles of Adult Learning

• Mentors Need to Develop Skills

resources, and interactive Discussion Board. PRESENTERS:


Representative for district 20 in southwest Arkansas. She is Professor and Coordinator of Educational Leadership at Henderson State University in Arkadelphia, Arkansas. She is the former Dean of the HSU Graduate School and also served as Director of Continuing Education and Lifelong Learning. While at HSU, Dr. Roebuck has been instrumental in planning and implementing the educational specialist program in educational leadership, as well as the program of study leading to licensure as a curriculum program administrator. Her HSU colleagues recently selected her as the recipient of the 2006 Faculty Excellence Award in Scholarly Activity and also awarded her the Excellence Award in Teaching in 2005. Dr. Roebuck has presented at state, regional and national conferences on topics concerning motivation, school law, leadership, special education issues, time and stress management, as well as professional learning communities. She has served as a consultant with school districts throughout the U.S. and her research on organizational culture and climate as well as leadership style has helped many organizations to improve worker productivity.

Bill Alvarez

Bill Alvarez graduated from the University of Arkansas with a doctorate in Educational Leadership. Dr. Alvarez has

had extensive work in K-12 and postsecondary education. Bill’s education career began in public school education serving several communities as a teacher and school building and district administrator. He transitioned to higher education; serving as a tenured professor and administrator. Dr. Alvarez joined the KDS team in Fall 2006, serving as an education consultant.

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

Mentoring Processes and Practices

OBJECTIVES:

During session three, the participant will develop knowledge and understanding of:

• Major Sources of Stress

• Characteristics of Successful Mentoring Programs

• Impact of Electronic Communications

• Values of the Internet

• The How, Why and What of Mentoring

• External Mentors

• Effective Ways to

FORMAT:



SPEAKER BIOGRAPHY:

Johnnie Roebuck

Dr. Johnnie Jones Roebuck currently serves as the Arkansas State Representative for district 20 in southwest Arkansas. She is Professor and Coordinator of Educational Leadership at Henderson State University in Arkadelphia, Arkansas. She is the former Dean of the HSU Graduate School and also served as Director of Continuing Education and Lifelong Learning. While at HSU, Dr. Roebuck has been instrumental in planning and implementing the educational specialist program in educational leadership, as well as the program of study leading to licensure as a curriculum program administrator. Her HSU colleagues recently selected her as the recipient of the 2006 Faculty Excellence Award in Scholarly Activity and also awarded her the Excellence Award in Teaching in 2005.

Foster Adult Learning

Dr. Roebuck has presented at state, regional and national conferences on topics concerning motivation, school law, leadership, special education issues, time and stress management, as well as professional learning communities. She has served as a consultant with school districts throughout the U.S. and her research on organizational culture and climate as well as leadership style has helped many organizations to improve worker productivity.

Bill Alvarez


DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

Mentoring: The Educator's Mirror of Reflection

OBJECTIVES:

After completing this topic, you will understand:

• The process of script-

taping a lesson

FORMAT:

Video/Audio with synchronized PowerPoint slides, downloadable topic resources, and interactive

SPEAKER BIOGRAPHY:

Carole Helstrom is an internationally known consultant with experience as a teacher, building principal, assistant superintendent, university instructor and author. Carole helps educators at every level translate research into practical classroom

• How to analyze an observed lesson using the “H” sheet

• How to develop a conference plan including effective questions

• The characteristics for effective listening

• How to participate in a group planning session

• How to assess conferences for strengths and provide effective feedback

Discussion Board. PRESENTER:

Carole Helstrom

applications that enhance student motivation, behavior, and academic performance. Carole has been a featured speaker for ASCD, NSDC, Brain Expo, BTSA, BOCES, SERRCS, and conferences focusing on Learning Disabilities and Gifted students. Carole is a leader in differentiated instruction, brain-compatible learning, and mentoring. SUGGESTED READINGS:

Mentoring Students and Young People: A Handbook of Effective Practice by Andrew Miller Amazon.com $31.00

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:

Examining The "Grains" Of Education: Part 1

OBJECTIVES:


• Generic Borrowing

and the need to transfer Best Practices from other professions and occupations to education;

• Movies are excellent sources for self-

FORMAT:


Michael Hattman

SPEAKER BIOGRAPHY:

As a proud baby-boomer Michael Hattman has lived and enjoyed the life of an educator since 1968. Drawing on the knowledge of his peers and thousands of students and parents, he has developed a low-key approach to reflection on the basics of effective teaching and the ability to celebrate the profession of education. These ideas are expressed through presentations at national conferences, an active web page (www.movieteacher46.com), and several books on mentorship (Mentorship Through The Movies) and communicating with students (Stickers: Communicating with

evaluation and reflection;

• Movies and clips are quality resources for creating staff development on all educational related issues;

• Reel teachers present opportunities to celebrate the real profession of education;

Teenagers. Humor is never too far from his podium and he welcomes interaction with participants. SUGGESTED READINGS:

Coaching teachers for educational reform by Daniel C Elliott amazon.com $20.24 Readings from Educational Leadership: Coaching and Staff Development by Ronald S. Brandt amazon.com $27.24

DATE/TIME:


#HOURS: 1.5

TOPIC NAME:


OBJECTIVES:

After completing this topic, you will understand...

• Movies provide useful insights into the lives of students and the school environment;

• Movies can be used for motivational activities;

• Movies are excellent sources for teaching about student/school issues;

• Movie quotes can be used to understand

FORMAT:


Michael Hattman

SPEAKER BIOGRAPHY:

As a proud baby-boomer Michael Hattman has lived and enjoyed the life of an educator since 1968. Drawing on the knowledge of his peers and thousands of students and parents, he has developed a low-key approach to reflection on the basics of effective teaching and the ability to celebrate the profession of education. These ideas are expressed through presentations at national conferences, an active web page (www.movieteacher46.com), and several books on mentorship (Mentorship Through The Movies) and communicating with students (Stickers: Communicating with Teenagers. Humor is never too far from his podium and he welcomes interaction with participants. SUGGESTED READINGS:

and inspire students;


DATE/TIME:


#HOURS: 1.5

TOPIC NAME:


OBJECTIVES:


• Movies are useful in

improving teacher communications with parents;

• Movies are useful in improving parent communication with teachers;

• Movies are useful in showing the various perspectives in education;

• How one teacher lived a life based on the “grains of education” and should be the subject for a movie;

FORMAT:


Michael Hattman

SPEAKER BIOGRAPHY:

As a proud baby-boomer Michael Hattman has lived and enjoyed the life of an educator since 1968. Drawing on the knowledge of his peers and thousands of students and parents, he has developed a low-key approach to reflection on the basics of effective teaching and the ability to celebrate the profession of education. These ideas are expressed through presentations at national conferences, an active web page (www.movieteacher46.com), and several books on mentorship (Mentorship Through The Movies) and communicating with students (Stickers: Communicating with Teenagers. Humor is never too far from his podium and he welcomes interaction with participants. SUGGESTED READINGS:


TOTAL LECTURE

HOURS

= 30

Part I = 15 hours,

Part II = 15 hours

Documents

Course-VII Coaching & Mentoring to Improve …KDS COURSE #7: “Coaching & Mentoring to Improve Student Learning” Course Provider: Knowledge Delivery Systems Website: Address: 110