4 Ways Online Learning Makes A Difference. The Internet has made many things possible that would have been difficult to imagine just a few decades ago. People are able to find information on almost any subject in a few seconds, and more people are able to educate themselves as a result. Many people have also found more opportunities for education through developments in online education. Accredited universities are offering a wide-range of courses for undergraduates and graduate students, and studying through the channels of the Internet has made higher education much more flexible.
Although there were many educators and institutions that were skeptical in how effective online education could be, there have since been many success stories and statistics that have shown how beneficial it can be to learn through online classrooms. Better Overall Performance As you might imagine, The Department of Education has taken a special interest in online learning. More Availability The Trend Towards More Online Education In the End.
How Online Learning Is Being Used To Enhance Education. The basic idea behind online learning is simple: enable more people to learn for less money. While the mission of empowering students of all ages is a noble one, it’s not always easy to make happen. Online learning is downright difficult for many and you have to really want to do it. Aside from that, it’s still a big time commitment and you’re going to want to know exactly what you’re going to get out of any online program before starting. Knowing that there are these challenges, what are some of the benefits? A new infographic from Online Degree Programs lays out some of the classic examples of what we should know about online learning. This infographic does a solid job of presenting the basics. 6 Tips For Getting The Most From Your Next Professional Development.
Broadly speaking, there are two types of professional development (PD): formal and informal . The latter is a new breed of PD, characterized by teachers interacting, collaborating, and improving via technology. Social media platforms like Twitter, Facebook (and increasingly Google+), and also blogs and social bookmarking platforms like Pinterest give teachers what-they-want, when-they-want-it access to an incredible diversity of resources.
This approach also naturally expands teacher networks for iterative, long-term improvement as teachers continue to model, share, and grow. But in 2013, there is still room for face-to-face, in-person professional development. For years, this model has been the face of teacher improvement–educators attending school and district-sponsored trainings in huge masses to address the latest and greatest push from the top down. On a larger scale, there is similar type of professional development sponsored by larger teacher improvement organizations. 1. 2. 3. HumanTechnics | What Skills Should Great Coaches Have? Home » What Skills Should Great Coaches Have? Article Article by Matt Tobutt There’s a rapidly growing library of books on the topic of coaching.
Pretty much all of them will provide the author’s own take on the definition of coaching and mentoring and what skills coaches should have. Coaching is still a relatively new professional area and it’s worth reading and noticing some of the differences in people’s views. Some of my thoughts: On the difference between coaching and mentoring - a mentor is a subject matter expert (be it engineering, law, or leading). On what is great coaching – it’s an intervention focused on developing skills and performance. There are a number of competency frameworks which are normally referred to when people talk about professional development for coaches.
There’s nothing in those frameworks that’s likely to surprise anyone. HumanTechnics specialise in professional development for people coaching in organisations. It’s called the ‘HumanTechnics Model Coach’. Culture of Coaching. Culture of Coaching. School Based Coaching. Principal as Instructional Leader: Designing a Coaching Program That Fits. Click the "Endnotes" link above to hide these endnotes. 1 Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Minneapolis: University of Minnesota; Leithwood, K., & Riehl, C. (2003). 2 Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). 3 Waters, J. 4 Schmoker, M. (1999). 5 Hassel, B., & Steiner, L. (2004). 6 For more in-depth assistance on conducting a needs assessment, see Levesque, K., Bradby, D., Rossi, K., & Teitelbaum, P. (1998). 7 Borman, J., & Feger, S. (2006). 8 Borman, J., & Feger, S. (2006). 9 Kinnucan-Welsch, K., Rosemary, C. 10 Kohler, F. 11 Kinnucan-Welsch, K., Rosemary, C. 12 Cohen, D. 13 Cohen, D. 14 Borman, J., & Feger, S. (2006). 15 Veenman, S., & Denessen, E. (2001). 16 Veenman, S., & Denessen, E. (2001). 17 Veenman, S., & Denessen, E. (2001). 18 Showers, B., & Joyce, B. (1996). 19 Borman, J., & Feger, S. (2006). 20 Borman, J., & Feger, S. (2006). 21 Appel, M. (2005). 24 Neubert, G.
CIPD Advanced Level Award in Understanding and Implementing Coaching and Mentoring - Qualification. To gain the CIPD Level 7 Advanced Award in Understanding and Implementing Coaching and Mentoring, you must: Qualify for the award through a short telephone diagnostic The first step is to make sure you are going to have the necessary evidence for the competency-based assessments at the assessment centre. A short telephone diagnostic will help us to decide if you qualify for this route.
Attend the following workshops Induction WorkshopOnce accepted and registered on the programme, your next step is to attend an induction workshop. This workshop outlines the competency-based model for the Award(s), including the assessment design and criteria. We will cover all aspects of the assessments and how we can support you with compiling and submitting your evidence for assessment.Two Working towards Assessment WorkshopsDuring the 20-week programme you are required to attend two separate workshops, usually in weeks 3 and 10.
Successfully complete. Creating a Coaching Culture & Growing Coaching Capability : The Coaching Option. Coaching the teachers. Coaching and mentoring activities should play a role in the development of all teaching professionals, according to the TDA (Training and Development Agency for Schools). Although the two terms seem to be used interchangeably in the official literature, do they really serve the same purpose and if they have a strategic function to perform in school, what exactly is it? Who is the coach/mentor and who is the ‘client'? Finally, but perhaps most importantly, do pupils really benefit? Buried in the TDA's Professional Standards for Teachers , from QTS through ‘core standards' and ‘post threshold', are three short but clear references to the importance of coaching as a tool for contributing to the professional development of colleagues.
Beyond ‘experts passing on wisdom' The tendency to blur the distinction between coaching and mentoring is not helpful, according to Gildea, who prefers to see the two activities on a continuum: ‘Mentoring lies at the "directive" end of the spectrum. National College for School Leadership. 21st Century Learning.