"Leadership Coaching for High Performance helped me develop and refine coaching skills that I use every day in my work with school and district leaders. I highly recommend LCHP to anyone who is responsible for helping others improve their professional performance." — Jim Lentz, (former KS Superintendent of the Year), Consultant at Southwest Plains Regional Service Center
Education — and the role of educators — is changing rapidly.
How equipped are you to lead the change?
Coaching is an incredibly powerful way for education leaders, like you, to make an immediate, significant impact in the schools that they lead. Coaching has been proven to transform relationships, increase learning and dramatically change school cultures.
This four-day event is designed specifically for district and school leaders who are committed to engaging in conversations that lead to transformational changes. Essential components of this highly successful seminar include:
- Principles of effective leadership coaching
- Coaching language that produces reflective practice and increased performance
- Effective coaching behaviors of committed listening, paraphrasing and presuming positive intent
- Feedback that empowers, encourages and effectively communicates
- Coaching labs designed to accelerate knowledge and skill acquisition
A valuable use of Title II funds. SCECHs and Grand Valley State University Graduate credits available.
Traverse Bay Area ISD
1101 Red Drive
Traverse City, MI 49684
June 29 - July 2, 2015
8:30 am to 4:00 pm
$877 per person (includes all materials)
* 50% refunds after April 29 (60 days prior to event).No refunds after June 14.
Hotel code: Learning Forward, Results Coaching
Traverse City, MI 49686
by Laska Creagh
Administrators would say that ‘if you got one good idea out of a conference or workshop to implement, then that was a good thing.” I remember some “hands-on” approaches to workshops that actually related to what I was striving for in my classroom. Those settings most often involved teacher colleagues also being in the workshop, so the “we can do this” energy was promoted. As a team, we would develop the ideas shared in our contextual setting. This type of energy created change in practice.
I think the team approach that I reference above is much closer to what I believe professional learning to be. When working with a trusted team, you can share your concerns, your problems, your wonders about instruction and learning. Together, you can determine a course of action to try and sometimes need to try again. I worked with a majority of staff that supported this type of professional learning. The result ignited passion, happy children, happy teachers and dedication to figure out a way to support student (and teacher) learning.
Educators are professionals, charged with the very serious work of building an understanding of our world with our students. To be successful, we need to be constantly learning in a setting that allows for learning together around the problems faced in our classrooms and schools. An attitude of professional learning rather than professional development opens doors for educators to learn together, feel good about the learning and develop synergistic responses to the problems they face.
Learning Forward Michigan has developed several programs that facilitate this team approach to inquiry about the problems faced in each context. I feel proud to be a part of an organization that puts professional teacher learning at the forefront of student success.