Online Courses
All certificate options include the following four online courses. These can be taken as credit or non-credit experiences. We are also happy to work with school districts to provide professional credits.
FOUNDATIONS OF STUDENT-CENTERED COACHING, SUMMER SEMESTER (July 7 - August 10, 2019)
(3 CREDITS/NON-CREDIT), DIANE SWEENEY AND JULIE WRIGHT Participants in this course will be introduced to the coaching model of student-centered coaching and the seven core practices that are essential to the practice. Assignments will engage participants in discussion, analysis, and reflection on these practices as they are embedded within coaching cycles and as participants begin to transfer applications to their own contexts. Much of this work will be supported through online Professional Learning Communities (PLC’s) which will serve as contexts for collaborative analysis, ongoing dialogue, and constructive feedback on peer work. Participants will also plan and develop materials for leading coaching efforts at their sites, a process that will continue throughout the coaching series as participants engage in PLC work within their face-to-face contexts. In addition to much of this asynchronous work, participants will also have the opportunity to engage with Diane Sweeney during two live webinars. ORGANIZATIONAL CHANGE AND STUDENT-CENTERED COACHING, FALL SEMESTER 2019
(3 CREDITS/NON-CREDIT) The goal of Organizational Change and Student-Centered Coaching is to support coaches and coaching supervisors in leadership, management, and design of educational organizations as it relates to leveraging coaching to advance organizational and learning outcomes, and designing organizational structures and cultures that support coaching efficacy. The course will focus on identifying barriers to organizational change and mechanisms or strategies to support change processes at the individual teacher, school, and district or system levels. The course specifically emphasizes the ways in which coaches and coaching supervisors may utilize organizational theory to improve management decisions and organizational outcomes. It also provides information to facilitate organizational change, to enhance leadership style, and to improve organizational effectiveness. ASSESSMENT ANALYSIS AND INSTRUCTIONAL DECISION-MAKING, SPRING SEMESTER 2020
(3 CREDITS/NON-CREDIT) The goal of Assessment Analysis and Instructional Decision-Making is to increase the knowledge and skills of coaches in analyzing student evidence as a means of partnering with educators to make powerful teaching and learning decisions to support student success. Data and assessments provide teachers with multiple types and sets of data which can inform their instructional decisions. Throughout this course, we will focus on digging deeper into some of these different types of assessments to reveal student strengths and ways to move them forward based on those strengths. Additionally, we will focus on how to engage in productive coaching conversations with teachers about effectively using data and assessments to enhance student learning. PRACTICUM FOR STUDENT-CENTERED COACHING, FALL SEMESTER 2020
(3 CREDITS/NON-CREDIT) As the culmination to the Student-Centered Instructional Coaching Certificate Program, this practicum is designed to integrate and apply concepts and practices from the previous courses. In addition, activities and readings are designed to engage participants in critical analysis and reflection of their coaching practices. Participants will be expected to invest a great deal of time in their on-site Professional Learning Communities (PLC’s), coordinating and engaging in coaching activities, including the completion of at least one student-centered coaching cycle. In addition to individual or team coaching, participants will also be engaged in designing and leading instructional professional development to support their coaching goals. Our online PLCs will serve as an extension of this on-site work as we engage in collaborative inquiry into coaching practice that accounts for sociocultural and student-centered instructional practices, attention to components of adult learning theory, and analysis of coaching roles through language use and norms of facilitation. STUDENT-CENTERED COACHING IN LITERACY or MATH
(3 CREDITS/NON-CREDIT), SANDRA TAYLOR-MARSHALL / CHRISTINA STEFONEK Our student-centered coaching courses take a practice-oriented approach to the work of coaching that applies broadly across content areas. The Content-Focused courses allow participants to zoom in on a particular content-area for deeper exploration around standards and learning targets, the alignment and design of formative assessments, and the analysis of student evidence in order to make next instructional steps utilizing the practices and structures of student-centered coaching, Participants extend and apply the practices of student-centered coaching to current expectations of K-12 literacy or math instruction while also engaging in discussion, analysis, application, and reflection of key coaching concepts within their own professional contexts. Additionally, participants collaborate in online Professional Learning Communities (PLCs) to extend this learning and develop content-specific resources for use back at their sites. |
Program Instructors
Diane Sweeney |
Diane Sweeney has been a national consultant since 1999. After teaching and coaching in the Denver Public Schools, Diane served as a program officer at the Public Education & Business Coalition (PEBC) in Denver. Since then she has become a respected voice in the field of coaching and professional development.
The author of Student-Centered Coaching: The Moves (Corwin Press, 2016), Student-Centered Coaching at the Secondary Level (Corwin Press, 2013), Student-Centered Coaching: A Guide for K-8 Coaches and Principals (Corwin Press, 2010), and Learning Along The Way: Professional Development by and for Teachers (Stenhouse, 2003), Diane holds a longstanding interest in how adult learning translates to learning in the classroom. Diane holds a Bachelor’s Degree from the University of Denver and a Master’s in Bilingual and Multicultural Education from the University of Colorado, Boulder. |
Dr. Laura Lang |
Dr. Lang is a Lecturer and Senior Outreach Specialist with the Department of Educational Leadership and Policy Analysis (ELPA) at the University of Wisconsin-Madison. She also works as an independent literacy consultant with collaborations across a wide range of schools and organizations in WI and in the Chicago-area. Dr. Lang also serves as Past-President of the Madison Area Reading Council, a local affiliate of the Wisconsin State Reading Association and recently participated as a fellow with the Greater Madison Writing Project. She currently serves on the editorial board of the Journal of Adolescent and Adult Literacy and as reviewer for Teaching and Teacher Education. She has coauthored multiple texts for educators, most recently “Academic Vocabulary in Middle and High School: Effective Practices across the Disciplines” (2015, Guilford Press). Dr. Lang received her Ph.D. in Curriculum and Instruction (Literacy Studies) at the UW-Madison in 2012, her M.S.Ed in Reading Instruction from National Louis University in 2000, and her B.S.Ed (Secondary English Education) from Northwestern University in 1996.
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Dr. Beth Giles |
Dr. Beth Giles is the Director of Professional Development in the Office of Professional Learning and Community Education (PLACE) in UW-Madison's School of Education. The professional development team works to connects UW scholarship and research with community partners such as K-12 school teachers and leaders. The work of the office honors the voice of teachers and educational community members to build community engaged scholarship and collaborative learning opportunities. Previously she was the Director of the Institute for Urban Education – a UW System program dedicated to urban teacher education, as well as a former middle school English teacher in Milwaukee Public Schools and other districts.
She holds a PhD in Curriculum and Instruction from the University of Wisconsin Madison, a Masters Degree in Creative Writing from Miami University and an undergraduate degree in English. She also currently serves on the American Association of Colleges of Teacher Education Committee for Government Relations and Advocacy, where she works to advocate for teacher education at the state and federal level. |
Julie Wright |
Julie Wright is a teacher, instructional coach, and consultant with over 20 years of experience in education. She taught at the elementary level for 14 years in Upper Arlington, OH and led district-wide professional development for literacy and social studies teachers for six years. She served as an adjunct faculty member at Ashland University, teaching graduate courses focused on Curriculum, Instruction, and Assessment. Julie worked as an instructional coach at Harlem Village Academies in NYC. Currently, she works as an instructional coach for reading teachers and serves as the RTI coordinator for Mamaroneck Union Free School District. Julie is a contributor to Choice Literacy and Lead Literacy, and has written for Heinemann’s Digital Campus titled Love Letters. She holds National Board Certification as well as a B.S. in education, a master’s in language arts and reading, and extensive school leadership post-graduate work (including a pre-K through grade 9 principal license) from The Ohio State University.
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Dr. Lindsay Stoetzel |
Lindsay Stoetzel is former coordinator of the Student-Centered Coaching Certificate and continues to support the program as instructional designer and course instructor. A former HS and middle school ELA teacher, Lindsay's research focuses on teacher education and professional learning for both preservice and practicing teachers. She has also taught a variety of literacy methods courses and supervised for the Elementary Education program at UW-Madison. In addition, she worked as a partner to the Madison Metropolitan School District in developing and supporting their professional development for instructional coaches. Lindsay received her PhD in Curriculum & Instruction (Literacy Studies) from the University of Wisconsin-Madison. She also holds an MA in Educational Technology from Michigan State University and a BA in English Secondary Education from Grand Valley State University.
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Sandra Taylor-Marshall |
Sandra Taylor-Marshall is an Outreach Specialist in the Office of Education Outreach and Partnerships at the University of Wisconsin-Madison where she coordinates the Student-Centered Coaching Certificate programs and facilitates opportunities with the Greater Madison Writing Project. Passionate about literacy and learning, Sandra is a former classroom teacher, interventionist, coach, and literacy coordinator. Serving as a mentor and practicum supervisor for early educators and those pursuing reading teacher licensure, Sandra believes in the power of providing quality professional development for educators. A 2015 Greater Madison Writing Project Summer Institute Fellow, Sandra holds a BA in Elementary Education and Psychology from Lakeland College, a MS in Education with an emphasis on Reading from Concordia University Wisconsin, and a reading specialist license.
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