...coaching's purpose was twofold: to enhance teachers' learning after seminars and to refine classroom teaching strategies and practices.

 

 

 

 

 

 

"Coaching positively affects teachers' work environment, self-concept, and professional commitment, and it is a valuable strategy for staff development".
- (Garmston, 1987) -

 

 

 

 

 

 

"My first instincts, after being asked to participate in a classroom coaching project, were to panic and say no. As a veteran teacher of 14 years, the thought of having two other teachers come into my room and watch me teach made me feel insecure. I wasn't sure about the impact or the results. This was the first time in 14 years of teaching that I ever had someone come and critique for my benefit, not to evaluate me as an administrator would. I had the best time watching you two teach my class because I got to see how my kids interact with somebody else."
- Mindy Capp/Journal of Staff Development -

 

 

Intercultural Education Group, Inc. (IEG),
Serving Counties throughout Florida & Southern Regions Of the United States, and International Teacher Placements.

Email:

 

Website Design by KatsueyDesignWorks.com

ONSITE ACADEMIC COACHING

On-site academic coaching is our foundational service designed specifically to center on school improvement. Academic Coaching provides direct mentoring and support to principals and teachers along with feedback relative to school improvement efforts. The coaching focus is on research based instructional practices which promote increased student achievement.

At the core of this service, is the strong belief that prolonged mentoring provides long-term sustainability. Therefore, Intercultural Education Group (IEG) only provides this service to organizations seeking a contractual commitment involving numerous sessions / visits for a duration of weeks or months.

Intercultural Education Group’s (IEG) onsite academic coaching does not include "educational workshops" often used as quick fixes to declining schools. Instead, actual old-fashion schoolhouse one-on-one mentoring is employed within regular education classrooms, autistic classrooms, and resource/remedial classrooms with real-time feedback to teachers. IEG understands fully the mission of designing and delivering quality education to students.

Why Invest in IEG’s On-Site Coaching? 

On-Site Coaching provides you the flexibility of supporting your employees' needs and addressing issues as they arise. School Administrators know the influence of giving employees one-on-one attention. Intercultural Education Group (IEG) recognizes that often times there's simply not enough hours in the day to attend to every need. You may need to prepare someone for a key management position or have a person who has real potential, but lacks skills in one or two critical areas. IEG becomes your assistance with successful on-site coaching.

What is the Value of Coaching?

According to Journal of Staff Development, Bruce Joyce and Beverly Showers (1980) were among the first [workers at their site] to propose coaching as a valuable tool for staff development. Joyce and Showers said coaching's purpose was twofold: to enhance teachers' learning after seminars and to refine classroom teaching strategies and practices. Showers also noted (1985) that coaching does more than meld teachers' new knowledge to old to help them master skills. It also enhances the culture and can lead to school-wide change.

Coaching positively affects teachers' work environment, self-concept, and professional commitment, and it is a valuable strategy for staff development (Garmston, 1987). There are several coaching models, including peer, collegial, challenge, cognitive, and technical, but all share similar formats, goals, and results. All foster teacher growth in professional dialogue, greater teaching collegiality, refined teaching strategies and practices, and greater teacher reflection (Ackland, 1991).

On-site classroom coaching programs typically combine features of different models (Ackland, 1991). On-site classroom coaching lets teachers take responsibility for their classroom performance, rather than having administrators or others outside the classroom evaluate them (Anderson, Vail, Jones, & Huntington, 1994).

On-site coaching helps teachers specifically address issues in their own instruction and refine their teaching strategies. On-site coaching in a teacher's classroom can be shared by teachers within the same grade level or discipline, or can work across grade levels and disciplines. Visiting teachers/coaches can be classroom teachers, administrators, special education teachers, school counselors, curriculum supervisors, or college professors (Showers, 1985).