1. Comprehensive Integrated Coaching Program:
A comprehensive integrated coaching program is designed based on your current situation – what you want to achieve – deepened as a workable topic with specific measurable objectives. The program is continuously re-calibrated to assure you meet the desired outcomes.
A program format often consists of the following:
1. Leadership Development Courses offered (30 hours)
Through the use of initiatives, personal reflections, and small and large group discussions, we will uncover the paradigms currently guiding our leadership approach. We will illuminate the role of language, the body, and our capacity to work with paradox as elements either enhancing or hindering our effectiveness as a leader.
We will work on personal development including: building the body of a leader (determined, resilient, flexible, spacious, centered); the heart of a leader (courageous, compassionate, emotionally wise, able to see the wholeness of people and situations); and the mind of a leader (creative, open, insightful, focused).
Outcomes of this course:
2. Classroom Initiatives
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
We engage in numerous activities that can be effectively brought into the classroom. A myriad of debriefing techniques will be used to extract the learnings available in each initiative. We will discuss methodologies for frontloading activities with a desired outcome, as well as allowing the activity to unfold and organically extracting lessons. This engaging workshop will invite all participants to practice facilitating a learning initiative. It is fascinating to witness the creativity teachers exhibit as they morph activities to fit their subject area and particular lessons. In addition, everyone will leave with an expansive list of activities to take back to their classroom.
3. Cultivating Emotional Intelligence (aka: Character)
As schools are being hard pressed to generate higher test scores, the soft skills of emotional intelligence continue to be marginalized. The byproduct of this lack of attention is evident in the escalating numbers of bullying accounts, teen suicides, and school violence. This course is not advocating for a “character program,” or that a class be devoted to teaching emotional intelligence. The idea here, is that a teacher has the opportunity to teach this material through her/his way of being (her responses to the unexpected, her relationships with all students, her means of disciplining). Emotional Intelligence can be modeled. In addition, a teacher well versed in the subject is able to use a case-in-point methodology to illuminate moments in the classroom as examples of emotional intelligence. This course is designed to help teachers cultivate greater levels of emotional intelligence and to enhance their capacity to identify, label, and explain the precepts of EQ.
4. Examining Athletic Coaching Styles, Methodologies, Approaches
…….“This is the Pete Carroll experience we always hear about. After flaming out as an NFL head coach, Carroll rebuilt his rep as an ultracompetitive buddy coach at USC. But beneath the perpetual smile was a guy who thought, more than anything, there was a better way to win. Meditation is only part of it. After Carroll was fired by the Patriots following the 1999 season, he agonized over what he'd do differently if he landed another NFL head-coaching job. Almost every day for the better part of a decade, while leading Southern Cal to seven top-10 finishes and one BCS title, he jotted down do-over notes. His dream was to fundamentally change the way players are coached. The timeworn strategy is, of course, to be a hard-ass -- think Bear Bryant banning water breaks, Vince Lombardi screaming and yelling, Mike Rice throwing basketballs at players' heads, Nick Saban berating his team on the sideline. Carroll craved a chance to reimagine the coaching role in the NFL. "I wanted to find out if we went to the NFL and really took care of guys, really cared about each and every individual, what would happen?"…..
An excerpt from ESPN the Magazine
In this course, we will bring forth the same type of questions to engage in meaningful and generative dialogue. We will examine where was it, or from whom was it, that we learned to coach? Are the paradigms we hold serving or blocking our effectiveness? How do we measure success? In the pressured-filled arena of athletics is it possible to view success as the number of victories AND the comprehensive development of our student-athletes? How self-aware are we? What structures are in place to help u identify our blind-spots?
5. Mindfulness for Reducing Teacher Stress
This course will invite teachers to holistically examine their daily practices. From this exploration, we will determine if those practices are contributing to or impeding both the effectiveness and well-being of the individual. We will introduce teachers to a number of methodologies, including yoga and meditation, to become more skillful in their awareness. Enhanced mindfulness allows teachers to recognize emerging stress patterns and to consciously move toward skillful response rather than mindless reactivity. Ultimately, teachers feel better and are more effective in their capacity to facilitate student learning.