Adult Learning & Coaching

Adult Learning & Coaching

Course Term(s)
EDUC 523U Introduction to Coaching & Mentoring Summer
EDUC 528U Adult Learning Theory Fall
EDUC 675U Reflective Teaching Experience Spring

The use of ongoing coaching and mentoring in educational settings has a greater impact on productivity and effectiveness than ”one-and-done” professional development activities. When coaching and mentoring supplement professional development and training, educators’ learning is maximized as are student outcomes. As a result, coaching and mentoring helps schools to retain highly effective educators.

Our Professional Learning Series in Instructional Coaching and Mentoring is designed for educators looking to develop their roles as instructional or school leaders as they continue to grow and develop their career pathways. Our coursework is rooted in adult learning theory and utilizes a mentor/coaching model to frame coaching within the context of preK-12 education. Participants will develop core coaching competencies, understand the role of mentoring in the coaching process and learn practical activities.

Our series in Instructional Coaching and Mentoring includes three graduate-level courses. One course in the series is offered each fall, spring and summer semester to allow most educators to complete the coursework within a year.

Available Classes

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  • EDUC 528U Adult Learning Theory
    Course Offerings

    Summer Term: 5-week II (V2)
    Wednesday 7:00 pm - 9:30 pm

    Autumn Nabors

    CRN: 30752 (section: pd1)
    Semester hours: 3
    Fee: $1,000

    Remote online as scheduled. Teachers seeking professional development only.

    Description

    Students will learn the important principles and concepts related to Adult Learning Theory. Students will be given opportunities to apply these ideas in real-world settings in their own educational and professional practice by developing concrete projects. These projects will be designed and implemented during the semester. Students will be required to further reflect on the projects in terms of effectiveness and the personal and professional growth of the student and the colleagues involved in the projects.