Contact Us
For more information about the Setting Up a Coaching Program professional learning program, contact us at ProfessionalLearning@gse.upenn.edu
Build an effective and sustainable instructional coaching program in your educational organization.
Setting Up a Coaching Program equips school and district leaders with the frameworks, tools, and supports needed to develop or refine a mentoring or coaching program that is aligned with standards, research, and best practices.
What Sets Us Apart
Gain tangible tools and processes to use in setting up a mentoring or coaching program
Collaborate with colleagues to create an action plan for your work
Engage in 1:1 consultation to receive individualized support
About the Program
The positive effects of high-quality coaching on retention and quality for new and veteran teachers are well-known. However, starting and running a successful mentoring or instructional coaching program is complicated and has many unforeseen pitfalls. Whether you are just starting a program or have one in place that you’d like to optimize, this 4-month online program will provide you with a clear framework, tools, and examples for planning, building, sustaining, and evaluating your offerings.
Application Deadline
- Deadline Extended: August 18, 2024
Program StartSeptember 10, 2024
Length & Time Commitment~40 hours over 4 months
Credits4 Continuing Education (CE) Credits
40 Pennsylvania ACT 48 Credits
Certificate OfferedPenn GSE Certificate of Participation
Cost
- Standard rate: $1,500
- 30% discount for School District of Philadelphia employees
- 15% discount available for:
- Penn GSE and Center for Professional Learning alumni
- Penn employees
- Groups of 5+ from the same organization, contact us prior to applying.
Ideal CandidatesSchool or district leaders interested in developing or refining a coaching program; School teams are encouraged to participate together
Modality
- Online
Overview
This professional learning program consists of 4 asynchronous modules and 3 live sessions. Key topics include:
Overview: Elements of Effective Mentoring and Coaching Programs
- Making a case for mentoring and coaching
- Features of effective mentoring and coaching programs
Live Session 1: Understanding Our Context
- Review of system mapping, discussion of implications
- Considerations for using course content to support action plan development
Module 1: Organizing for Success
- Imagining success
- Dedicated leadership
- Resourcing your program
- Building system alignment
Module 2: Finding and Developing Mentors and Coaches
- Options for program design
- Job descriptions, responsibilities, deployment
- Planning mentor/coach professional learning
Live Session 2: Planning Our Approach
- Review plans for setting up programs, troubleshooting, and considerations for next steps
- Share in small groups plans to date and get feedback
Module 3: Ensuring High-Quality Support
- Beginning teacher onboarding and professional learning
- Instructionally focused mentoring/coaching
- Culturally responsive mentoring/coaching
- Connecting mentoring/coaching with other teacher learning structures
Module 4: Planning for Improvement and Sustainability
- Strategies for mentor/coach assessment
- Creating ongoing program assessment and improvement systems
- Using your data for program improvement
- Communicating for program sustainability
Live Session 3: Preparing for Action
- Thinking together about data, sustainability, and communication
- Sharing plans in small teams and getting feedback
- Strategies for turning plans into action
Upon successful completion of this program, you’ll be able to:
- Understand the critical elements of an effective mentoring or coaching program
- Collaborate with system partners to map the current conditions and envision ideal states
- Design a mentoring/coaching program aligned with standards, research, and best practices
- Plan for program optimization and sustainability through data collection, analysis, and communication
- Participate in a learning community to share resources and support one another's development
Program Schedule
Course Schedule
| Module | Start Date |
|---|---|
| Overview: Elements of Effective Mentoring and Coaching Programs | September 10 |
| 1. Organizing for Success | October 1 |
| 2. Finding and Developing Mentors and Coaches | October 22 |
| 3. Ensuring High-Quality Support | November 11 |
| 4. Planning for Improvement and Sustainability | Decemeber 3 |
Live Sessions
| Session | Time (ET) |
|---|---|
| October 1, 2024 | 6:30 - 8:30 PM |
| November 12, 2024 | 6:30 - 8:30 PM |
| December 17, 2024 | 6:30 - 8:30 PM |
Program Structure and Curriculum
Asynchronous content is intentionally chunked into short sections to support busy participants in successfully accessing and working through the content at a reasonable pace. Each asynchronous module will contain the following:
- Overview/objectives
- Standards and frameworks related to module topic
- Content that deepens understanding of standard/framework ideas through short readings and videos
- Self-assessments to support reflection on ideas and development of action plans
- Tools and processes for participants to use to support enactment of ideas
- A practical assignment to support participants in sharing ideas and moving work forward with their school/district team
Each live session will include the following:
- Opportunities for participants to connect and collaborate with others around a common goal
- Practice and discussion opportunities to enhance clarity, efficacy, and readiness for implementation
Each participating program will also be offered an hour of 1:1 consultation during the program to provide individualized support.
Continuing Education Credits - FAQs & Policy
Frequently Asked Questions
What are the benefits of obtaining Continuing Education (CE) credits?
CE credits are issued on an official University of Pennsylvania transcript. Having an official record of your participation in this program can add credibility to the work that you invest in completing it. In some school districts, CE credits can be used to help educators advance along their pay scale.
What style of grading does this program follow?
Programs that offer CE credits award "Pass/Fail" grading.
Can I add CE credits after I get started in the program?
You must decide before you start the program if you will be participating as a learner who is completing the program for CE credentialing. You will not be able to opt in after the program starts.
Can I receive partial credit or opt out of receiving CE credits after I start the program?
No, this program can not offer partial credit if a learner can not complete the program. However, a learner can unenroll from the program by the drop deadline and will be responsible for 100% of the program fee.
Why might you not want CE credits?
If you choose to receive CE credits but do not successfully complete this program, you risk receiving an F on your permanent Penn transcript.
Can participating educators receive Pennsylvania Act 48 credits if they don't register for CE credits?
Yes! All Pennsylvania educators are eligible to receive the total amount of ACT 48 credits regardless of their preference for CE credits.
Continuing Education Credits Policy
Please read the policy below carefully to understand the important consequences that choosing to receive CE credits may have for your University of Pennsylvania transcript.
As a participant in this Penn GSE Certificate program, you are eligible to receive Continuing Education (CE) credits for successful completion of the program requirements. Whether or not you choose to receive CE credits for your participation in this program, all program expectations, requirements, and costs are the same.
If you choose to receive CE credits, this course will appear on your permanent Penn transcript.
If you decide to unenroll from this program, you will have until the Add/Drop Deadline to do so without consequence for your transcript. This course will no longer appear on your Penn transcript.
If you decide to unenroll from this program after the Add/Drop Deadline, then this course will appear on your Penn transcript. Courses dropped after the Add/Drop Deadline requires instructor approval and a 'W' will appear on your transcript in place of a grade.
If you decide to unenroll from this program after the Withdrawal Deadline, then this course will appear on your Penn transcript and you may earn an F.
If you choose to receive CE credits for your participation in this program but do not successfully complete it, then you may earn an F on your Penn transcript.
Please indicate whether or not you would like to receive CE credits for your participation in this program on your application.
Our Faculty
Our program leader has deep experience and expertise in mentoring and instructional coaching in both PK-12 and higher education settings.
Meet Dr. Emily Davis
Dr. Davis is an expert on the development of high-quality induction and coaching programs for both new and experienced teachers. She is the founder of the Teacher Development Network, LLC, whose mission is to collaborate with educational organizations to develop and optimize mentoring and coaching systems for preservice and early career teachers to improve retention, teacher quality, and student learning.
A fifth-generation educator, Dr. Davis began her career as a middle and high school humanities teacher in various states and settings before earning her Ph.D. in Curriculum and Instruction from the University of Virginia. She then held research and leadership positions at Stanford and New Teacher Center while also staying practical and grounded by intentionally selecting roles and projects that have kept her working in the field with districts, universities, county offices of education, states, and international programs to develop and lead research-based and highly effective teacher induction, coaching, and school leadership development programs. Most recently, she was the program director for the Santa Cruz/Silicon Valley New Teacher Project at the Santa Cruz County Office of Education, where she oversaw an induction consortium of 37 districts, charters, and independent schools. Each year, SC/SVNTP develops nearly 100 highly effective and well-trained mentors and instructional coaches to support upwards of 750 new teachers across the consortium.
Named a Fulbright Specialist, as well as a Phi Delta Kappan and ASCD Emerging Leader in the field of education, Dr. Davis is a sought-after consultant and professional developer on topics including mentoring, facilitation, and professional learning. She is the author of numerous articles and blogs on teacher mentoring, induction, and coaching topics. Her first book, Making Mentoring Work, is a practical guide for school leaders looking to begin or enhance their mentoring programs for new teachers. Her second book, co-authored with Brad Currie, titled Tech Request: A Guide to Coaching Educators in the Digital World, provides guidance to anyone tasked with supporting their colleagues in implementing educational technology in building and developing a robust program of support.