Sentences with phrase «coaching practice focused»

Our science - based program teaches you how to develop a thriving life coaching practice focused on helping clients achieve their goals, realize their potential and upgrade their body, mind and life.

She spent the next 12 years living very happily on her own building her life coaching practice focusing on enabling women over 50 build strong and loving relationships, writing her autobiography and developing friendships that are caring, generous and open - hearted.

My coaching practice focuses 10 percent on business and 90 percent on emotions.

Not exact matches

For example, if you were a basketball coach and you ignored your goal to win a championship and focused only on what your team does at practice each day, would you still get results?

As a clinician, he teaches as an Assistant Clinical Professor of Psychiatry at UCSF Medical School, and practices as a psychologist focusing on executive coaching.

More practice time with his teammates, a greater focus from the coaching staff in using him and building the playbook around him, and the time to continue developing his game in the most efficient way possible..

«It's amazing with all the attention he gets how he stays focused (on us),» Antioch coach John Lucido said after the Panthers wrapped up practice just four days prior to their season - opener on Aug. 26 at home against Lincoln - Stockton.

On Mondays, with players getting the day off from practice, each coach will focus on specific situations.

Football coaches have plenty to focus on in practice, and proper conditioning can get lost in the shuffle

In 2002, Jamee Tenzer founded CMQ Coaching, a private practice with a focus on working mothers and female executives.

So, a good youth sports coach should focus on helping their players learn while keeping practices fun.

The focus of my coaching practice is parenting.

The training begins with sedentary mindfulness practice, where participants are instructed to focus on experiences like eating and breathing, but gradually more and more movement is incorporated, culminating in a sport - specific meditation in which athletes or coaches apply a mindful style of attention to their actual sport performance.

Said Mihalek: «Lots of coaches preparing for two games in a weekend against different opponents will tend to focus more practice time on the first of the two opponents, partly because of the belief in momentum,» Mihalek noted.

Now, she has an extremely popular coaching practice that focuses on family and intimate relationships, and she's never been happier.

Betty Rocker is a Health Coach and Nationally Certified Structural Integrationist who realigned and rehabilitated motorcycle racers and extreme sports athletes in her private practice for many years before turning her focus to nutrition and fitness.

If your goal is to build a successful health coaching practice, which focuses on prevention and health optimization, it's smart to focus on caring for women through the lifespan.

Time to focus on your health coaching skill and practice growth in a relaxed and restorative session with nourishing food and movement recommendations provided for the weekend.

After graduating from the program, I made the decision to leave my corporate accounting job to focus full time on my health coaching practice.

As a health coach, Kelly focuses on individualizing patient recommendations using whole foods nutrition, targeted dietary supplements, laboratory assessments and mind - body practices to help patients achieve optimal health and wellness.

Co-founder of Nourishing The Mother and The Pleasure Nutritionist, Julie Tenner is a practicing Naturopath, Birth Coach, Mothering Mentor and Author with a focus on bringing pleasure back into health, mothering and everyday life.

In my life - coaching practice, I find that single women tend to focus on what they don't want: «I don't want to be cheated on again,» «I don't want to be single forever,» etc..

There is also a heavy focus on in - school development through paired observations of practice, mentoring and coaching approaches (Teacher Training & Professional Studies is largely focused on new entrants whereas for existing staff it's more CPD focused).

The initiative has welcomed projects that explore nutrition, sports science, coaching and mentoring, rather than focusing on sport in practice.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

She focuses on helping the eLearning industry and business sectors enrich their online learning and corporate coaching practices through digital media.

The word recognition approaches included (a) coaching children in the use of strategies to figure out unknown words as they were reading text, (b) focusing on words in stories to review phonic elements, (c) providing explicit phonics instruction, and (d) practicing sight words.

The coach moves on to another Coaching Cycle group, and the teachers continue to meet on their own, repeating the strategy with new content, and eventually acting as peer coaches and mentors for each other as they study and practice additional strategies in a focused way.

Last year we focused on professional learning communities and this Fall we added peer coaching practices.

The programs shared seven common features: they were focused on the subject areas that teachers teach; incorporated active learning; supported collaboration; used models and modeling to demonstrate effective practice; provided expert coaching and support, offered opportunities for feedback and reflection, and were sustained in duration, often unfolding over months or years, rather than occurring in a single, «drive - by» after school workshop, as is often the norm.

Teachers identify their instructional strengths and weaknesses, and focus on and master a handful of classroom strategies, or thin slices of instruction, each academic year through a continuous loop of practice, coaching, and feedback.

Kathy Ward - Cameron, the executive director / founding president of the Early Literacy Institute, has been on the leading edge of the national focus on early literacy and practice - based coaching for early childhood practitioners for over two decades.

We extend the literature on in - service teacher education by describing and evaluating a coaching model focused on classroom management skills and instructional practices across grade levels and

In the context of this work, it soon became apparent that the research base on content - focused instructional coaching was thin and provided little guidance on the types of activities in which coaches might engage teachers to support them in developing ambitious and equitable instructional practices.

Jennifer's work focuses on supporting teachers in secondary literacy, supporting literacy coaches with their coaching practice and helping schools and districts design professional development.

She coaches school leaders and leadership teams to develop effective instructional practices focused on student achievement, to create systems for organizational effectiveness in management and to create coherence within school districts and schools.

Greg co-developed Alpha's «Personalized Leadership Training» program — an integrated social - emotional learning program with a focus on hands - on practice and leadership development, resulting in a program and school where students coach, mentor, and teach their peers, with adults as facilitators.

Johnson identified another practice that can decrease the value of coaching, «The majority of in - school coaching is focused on new and struggling teachers, a practice that attaches a stigma to the process.»

For most principal supervisors this is truly new work, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

Jennifer McDermott Jennifer McDermott, as a CEL project director, focuses on supporting teachers in secondary literacy, supporting coaches and leaders with their coaching practice and helping schools and districts design professional development.

Baseball teams have long known that a great coach, coupled with focused, intensive practice, are the ingredients that add up to excellence.

The intended outcomes of the formal coaching process for the inviting teacher are the development of reflective practice and decision making; a refined and expanded repertoire of teaching strategies; an enhanced understanding of curriculum, instruction, and assessment; and the capacity to provide high - impact, learning - focused teaching strategies in an environment characterized by interesting and engaging work for students.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

When teachers coach teachers, focusing each week on one «bite - sized,» measurable teaching action to observe and sharpen, teacher improvement happens faster than with traditional approaches that try to evaluate and fix all aspects of teacher practice at once.

Many instructional coaches found great success as classroom teachers but struggle when coaching teachers to make dramatic changes in their practice, especially when focused on students who have had a history of failure in school.

Leaders and coaches model salient practices and maintain a sustained focus on the goals and strategies for achieving them.

Consistent with best practices, our consultants use a co-teaching model to work alongside individual teachers and coaches in classrooms to ensure focused and effective mathematics instruction.

We tailor PD plans to focus on supporting teams — teachers and / or your own coaches and trainers — with all necessary shifts in practice.

Coursework focuses on critical areas such as English Language Learner (ELL) instruction, cultural competency in the classroom including gender and sexually diverse student identities, evidenced - based frameworks for technology integration, educational leadership, and teacher leader / instructional coaching best practices in order to be instructional leaders in the school / district where employed.