{"@id":"https://credentialengineregistry.org/resources/ce-0b203568-0709-4dc2-8c54-c47ed6f12e6d","@type":"ceterms:MicroCredential","@context":"https://credreg.net/ctdl/schema/context/json","ceterms:ctid":"ce-0b203568-0709-4dc2-8c54-c47ed6f12e6d","ceterms:name":{"en-US":"Developing a Collaborative Coaching Plan"},"ceterms:image":"https://d2umcf2gmasgod.cloudfront.net/671291d013923d950566dab9.png","ceterms:keyword":{"en-US":["addressing adult learner variability","learner variability"]},"ceterms:ownedBy":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:requires":[{"@type":"ceterms:ConditionProfile","ceterms:name":{"en-US":"Open Badges Criteria"},"ceterms:description":{"en-US":"Key Method\n\nEducators can incorporate a variety of types of coaching into their coaching plan and can consider multiple perspectives to inform the best method for achieving their coaching goals. This may be earned in sequence with related micro-credentials in this stack.\n\nMethod Components\n\nThere are many different approaches to coaching in education and training settings. Understanding context, conditions, and assumptions about education is critical to creating more equitable learning environments. In order to promote greater equity in a learning environment, coaches must develop a coaching plan in line with their coaching vision for equity as well as the learning goals of the people they are coaching. Next, they will select a coaching approach that reflects their beliefs about coaching and meets learner needs. A critical component of the coaching plan is identifying which coaching approach will lead to more equitable outcomes for teachers and students.\n\nStrategies for Developing a Coaching Plan\n\nIdentify a coaching goal, timeline, and strategies for meeting that goal in collaboration with the person or group you are working with.\nBreak down your goal into bite-size strategies or smaller goals to implement based on your coaching cycle timeline.\nEstablish a trusting and collaborative relationship with the person or group you are coaching. \nSet clear expectations for coaching interactions, addressing potential strengths, biases, needs, and challenges related to communication.\nAdopt asset-based and people-first language when describing learners; address systemic inequities that impact individuals when possible. \nAsk the person or group of people you are coaching to reflect on their own learning experiences, strengths, and challenges at the start of the coaching cycle (Hint: the Learner Variability Self-Reflection tool is great for this). \nUse tools and resources, such as the \"Mind the Gap\" and \"Equity Rubric\" listed below, to ensure you are meeting the teachers' needs and creating more equitable outcomes for students. \nStay in a learning mindset, and actively reflect on your practice and where your biases and beliefs show up in your coaching.\n\nIdentifying a Coaching Approach\n\nDirective Coaching: Focuses on addressing teacher actions and behavior through observation, questions, feedback, and the practice of new techniques. This approach is often used to master a certain skill or set of skills. It can also be used to support implementation of a specific framework or program. Typically, directive coaches share their expertise in a particular area in order to improve the practice of the educators they are coaching.\nFacilitative Coaching: This approach guides educators through a reflective, analytical process to build on their own understanding. Through reflection, inquiry, and discussion, the coach helps the teacher to build on their own strengths. \nDialogical Coaching: Drawing on Knight (2018), this approach uses both directive and facilitative techniques in collaboration with teachers towards a specific goal. Coaches work in partnership with teachers to identify a goal and various strategies to meet their goal. In this coaching approach, both the teacher and the coach share their ideas and expertise to drive toward an identified goal.\nTransformational Coaching: This approach, as defined by Aguilar (2013), focuses on addressing the beliefs and ways of being that a teacher has in order to effect lasting changes in instructional practices. \nStudent-Centered Coaching: Drawing on Sweeney (2011), this approach examines the impact of teaching on student learning by keeping student work at the center of every conversation in order to determine goals and next steps, in contrast to other types of coaching that focus on teacher actions as a starting point."},"ceterms:subjectWebpage":"https://digitalpromise.box.com/s/hs4fy3m9opqp01bep2n3e02pq0ev1eac"}],"ceterms:inCatalog":"https://microcredentials.digitalpromise.org/explore/developing-a-collaborative-coaching-plan","ceterms:inLanguage":["en"],"ceterms:description":{"en-US":"The educator develops a coaching plan with a clear approach in collaboration with the person or group of people they are working with."},"ceterms:credentialId":"https://microcredentials.digitalpromise.org/explore/developing-a-collaborative-coaching-plan","ceterms:subjectWebpage":"https://microcredentials.digitalpromise.org/explore/developing-a-collaborative-coaching-plan","ceterms:copyrightHolder":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:availableOnlineAt":["https://microcredentials.digitalpromise.org/explore/developing-a-collaborative-coaching-plan"],"ceterms:availabilityListing":["https://microcredentials.digitalpromise.org/explore/developing-a-collaborative-coaching-plan"],"ceterms:credentialStatusType":{"@type":"ceterms:CredentialAlignmentObject","ceterms:framework":"https://credreg.net/ctdl/terms/CredentialStatus","ceterms:targetNode":"credentialStat:Active","ceterms:frameworkName":{"en-US":"Credential Status"},"ceterms:targetNodeName":{"en-US":"Active"},"ceterms:targetNodeDescription":{"en-US":"Awards of the credential are ongoing."}},"ceterms:usesVerificationService":["https://credentialengineregistry.org/resources/ce-1472586c-b08c-4f22-9013-5b4d9a58d277"]}