Evaluation Of A Cambridge Public Schools ( Cps ) Request For Proposals Issued

I think it is safe to say that the coach has several roles to perform; with the main objective being to develop the person being coached. This can be achieved by increasing self-confidence, identifying relevant and suitable topics for coaching as well as agreeing the setting of suitable planned tasks to support the learning process.

Experiencing a coaching management style will ease some staff into this method of communicating without the need for all of the planned coaching and mentoring programme. The session about using the GROW model or different coaching styles could be combined depending on the needs of the staff. Flexibility will be required with the implementation.

The first coaching model to be critically appraised will be the GROW model. GROW is an acronym for Goals, Reality, Options and Will/Way forward. The GROW model was created by John Whitmore and popularised from his book in 1992, the model proceeds through the four phases, each edging the client closer to their desired goals realistically. Each phase consists with around three or four open questions initiating thought by the client as to what he or she wants and how they will get there. A major advantage of the GROW model is that the questions are fairly simplistic, although they would have to be conducted in a way which followed Whitmore’s techniques they are straight to the point.

* Coaching This is a process that supports and enables an individual to unlock and maximise their own potential, to develop and improve performance. Coaching helps the individual to learn rather than be taught. Coaching believes the individual is best to take responsibility for own actions and solutions with subtle guidance and prompts. This is an excellent way of improving performance through reflection. Enabling control and development to remain with the individual with the coach helping to unlock own potential. The ‘GROW’ model of coaching (Whitmore, 2009) provides a structured model for the coach. G= Goal setting asks questions to encourage the

For the second practicum, I was asked to be engaged for fifty hours on several administrative activities. For this assignment, I completed the following five activities: (1) working on the parent, student, and teacher handbook, (2) pre-interviewing possible teacher candidates, (3) observing a safety meeting, (4) data analysis, and (5) participating in a board meeting. This segment of the paper will discuss these aforementioned activities along with a reflection on these activities.

This portfolio is a compilation of my works while pursuing a Master's degree in Coaching and Athletic Administration. These selected works illustrate my professional development gained from this educational experience. Seeking out professional development opportunities is critical for athletic coaches and administrators because every sports program, regardless of the age or skill level, should have a qualified coach lead it. In fact, many would argue there are a moral and a legal obligation to have qualified coaches at all levels. There is a legal obligation because unqualified coaches are more likely to teach improper skills and techniques, which puts athletes at risk for injuries. Further, there is a moral obligation, as qualified coaches are more apt to understand and address the psychological and physiological developmental needs for each athlete. When a coach knows these psychological and

Teacher leaders and administrators play a vital role in the overall organizational structure of a school. As discussed in Educational Leadership, there are ten roles that teacher leaders tend to gravitate towards. The roles of teacher leaders vary according to duties and responsibilities placed on the teacher leader, they include the following: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion, 2007, pg. 74-77). As a teacher leadership at Lake Oconee Academy, I personally see my duties and responsibilities covering several of these roles. Since the beginning of my employment at Lake Oconee

The article also highlights the responsibility of sharing successes and failures between coaches and athletes. Comparing this week’s work assignment to this article, I notice a linkage of several items. The comparable list consists of emphasis on providing support, team management, leadership style, development levels, and advantages of engaging others.

The use of coaching by individuals and organizations has increased rapidly in last decade. As role of coaching is growing over the time, so has the need to find ways of assuring quality of the coaching services being provided. Coaching supervision is an essential part for continuous professional development of coaches. It’s the essential link between theory and coaching practice, the main source of assuring quality, to mitigate the risks may inherent in coaching. It can also help to increase the return on an investment in coaching and to provide evidence of that return.

Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving

Coaching improves individual or team performance using direction and instruction to learn and build on a skill or work towards a goal.

“From our first year we had 19 kids and didn’t know what we were doing. We assembled some coaches and some kids and it wasn’t that hard because we had 19 kids,” Swanson said. “Each year we have more kids, so we need more coaching. This year, we are very organized and have excellent coaches. We have a really good coach to shooter ratio, which is really nice because we are getting a lot of individual instruction to build on the kid’s skills set and improve their skills through the season.”

Coaches are charged with finding a developmental path to progress of the person or organization being coach.( Goldsmith, Lyons and McArthur, 2012, p20)

With support from sports coach UK, Sport England and selected county sports partnerships (CSPs), England Basketball has been able to measure the number and availability of possible coaches for the Ball Again initiative

This week I was asked to do a coaching assessments. Although, not all of the questions apply to my situation at this time many did, this gave me very good feedback. Some of the feedback was expected and some of the feedback was surprising. As I countune I will go through each of the sections and point out where I need to improve and where I have seen positive.