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Evolving Education
one small step at the time

LISTEN HERE

Elizabeth Nostedt steps in (Wishes book)

29/8/2016

 
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"I don't like chocolate. It gives me headaches - nasty ones" I told the shop assistant when I was buying hand-made chocolates for my wife and daughter. The shop assistant was so moved by my story that she packed two boxes in my bag, when I had ordered only ​one.

Now I find that I am writing a story that features chocolates. And an airship. And NLP Timelines.

I'm not an NLP Timeline expert, but I know someone who is. Elizabeth Nostedt.

I shared with Elizabeth the idea I had for writing about chocolates, timelines, airships and being 90 years old. It would be a complex story, simply told. The story rests upon the clarity of the instructions in the box of chocolates. Yes, instructions.

This idea was mentioned in an earlier post Timeline experiment


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This is part of what Elizabeth sent me. Soon to be in a book, in a box of chocolates. Now there's a thought.

She was lying in bed, and decided to eat one the chocolates that her granddaughter had given her for her birthday. She popped one in her mouth, savoured its lovely chocolatieness and read the instructions on the box.

1) Think about the incident from the past that annoyed or upset you.
2) If there was a time line somewhere around you, where would the past be, and where would the present be? Visualize that time line.
3) 



Andrea Robson steps in (ICF book)

27/8/2016

 
Some years ago, when I was a member of the ICF, and Ambassador for the Gothenburg Chapter of ICF, I wrote about what coaching might look and sound like from an educator's point of view; and published my thoughts in an interactive website mostly for fun, but also with the hope that some educators would find the website and get in touch with coaching (and me?).

More recently, I was 'clearing out' my websites and realised that there was potentially a book contained in that website.

Re-reading the material I felt that it needed another person's perspective for the book to be more complete. So, I sent a request to the Universe (some call that prayer), asking for support from an experienced teacher or head teacher who is ICF certified and has their own company and wants to focus on coaching in education. It's always best to be clear when speaking to the Universe.

Three days after I sent out the request, Andrea Robson contacted me.

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​My name is Andrea Robson. I have been in primary education for 20 years, including Headship, and have recently taken part in Dr Clare Beckett’s CoachME programme. I am very close to being certified and hope to have completed the ICF accreditation by September of this year.
 
I have recently become self-employed here on the Costa del Sol in Spain. My dream is to work with children, families and teachers to use coaching to enable children and families to achieve goals, solve problems and reach their aspirations. 


Thank you Universe.

Hetty interviews Martin about the "Co-Activity in Education" book

19/8/2016

 
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Based on questions posed by Hetty in May 2016

Q) The Main character: He/she or it? Nationality, colouring (skin, hair), name, build, personality type, rich/poor, class, hobbies, level of intelligence
A) Currently I see the Narrator as genderless, classless etc,  I have not seen the Main Characters in my mind's eye yet. I think they will come once the story begins to be written. They are likely to be based on us as authors. I like the idea of using our real Timelines, the co-incidences and differences.

Q) What does the main character want to be when they grow up?
A) Free to continuously choose whatever they want to be. There could be two different 'Career Paths', one that is a Spiral of connected professions, the other that is an Expert of increasing intensity.

Q) What will bring fulfillment?
A) The "Hero" will change. If we are using our Timelines, they will be fromthe 1960's onwards.

Q) Who are their friends?

Q) What are their parents like?

Q) Do they have 2 parents?
A) Yes, two parents - not a strong feature. Recognisable as 'being there' for their kids.

Q) Do we want them to have a boy/girl-friend at some point?
A) Yes, but this is not the main focus, education is.

Q) What experiences do we use to show that they are first of all not Co-Active and progressively learning how to become Co-Active.
A) We have dozens of experiences in our Timelines to choose from

Q) How long do we want them to be in each period of their school life?
A) About a year at each level.

Q) Which schools do we want to describe? Primary, Junior, High, Upper, College?
A) All of them, one year at each.

Q) What do they enjoy at school? What don't they enjoy at school?
A) I will let the character tell me that as they get created, based on what we like

Q) How can we use what they do and don't enjoy to describe evoking transformation?
A) We can use what evoked transformation in us.

Q) ​What is the trauma that will bring them into process?
A) There's so much to choose from in our lives.

ICF Core Skills for Educators

18/8/2016

 
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In 2012, I put together some short texts about the ICF Core Coaching Skills and Educators on a website http://coachingskillsforeducators.weebly.com/ The idea was to enable teachers to learn about coaching in an educational context.

The audio was added later, because I like the sound of my own voice. Do you prefer to listen to the audio?

The idea of pulling the texts together to make a book (e-book or paperback) revealed the need for a second perspective. The current text is too much 'Martin'. So, when I connected with Andrea Robson, it was already in my mind to seek out a head teacher, a teacher, perhaps a parent to write the 'other half'.

Perhaps there's even a 'third half'?

Developing the story around the Co-Active model

17/8/2016

 
​Answer to one of Hetty's initial questions (May 2016)

"How do we develop the story around the Co-Active model?"
Do we start with the fundamentals and move on, as in the Co-Active course, first with Fulfillment, then Balance, Process and Synergy? Is this the right order for describing the stages of someone's school life? Hetty Brand Boswijk
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We are looking at the whole education process starting from Primary School to University.

"The state-funded education system is divided into stages based upon age: Early Years Foundation Stage (ages 3–5); primary education (ages 5 to 11), subdivided into Key Stage 1 (KS1) Infants (ages 5 to 7) and Key Stage 2 (KS2) Juniors (ages 7 to 11); secondary education (ages 11 to 16), subdivided into Key Stage 3 (KS3; ages 11 to 14) and Key Stage 4 (KS4; ages 14 to 16), post-16 education (ages 16 to 18); and tertiary education (for ages 18+)." Wikepedia

We are also looking at the full pallette of Co-Active tools, (and mind-set), including:

Fulfillment: Life Purpose, Captain and Crew, Saboteur
Balance: Perspective, Choice, Strategy, Commitment, Action
Process: Intuition, Level 3 Listening, Curiosity, Self-Management, Deepen the Learning/Forward the Action
Synergy: A Firm Foundation. Trust. Risk. Fall On.

In our book, whatever combinations are exemplified by our stories, we need to communicate strongly that the full Co-Active pallette is available for children of all ages. No Co-Activity is excluded at any age.

Timeline experiment

15/8/2016

 
I'm writing yet another story. You know how it goes. You set off on a Major Writing Expedition called "Co-Activity in Education" with Hetty Brand Boswijk and you take a quick trip to an Aerodrome to fly in an airship so that Gran can get a taste of some Wishes Chocolates and learn how to rewrite her own timeline, Well, she's 90 and deserves a happy ending.

The Timeline is an NLP strategy for rewriting experiences.

In this experiment I am guided and assisted by Elizabeth Nostedt. We may well produce a book from this. And / or a box of chocolates. We shall see.
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​Timeline of Events
​
Gran’s 90th birthday party announced

Family gather at aerodrome, in family groups. J’s husband organises them into cabins on board the airship that has been rented for Gran’s 90th birthday party

J gets Gran from the Home and takes her to the aerodrome, then to the airship. Gran has her own cabin.

Gran gets the box of chocs from youngest granddaughter, J’s daughter.

Airship takes off, flies over land, gains height, observation deck opens, sun begins to set

Party on Observation deck, food laid out, music playing, stars come out

Presents for Gran, singing for Gran. It gets dark. Stars shine.

It gets late.

Gran goes to bed, reads instructions and eats one choc

Gran visits the time when grandson came home with ‘that’ girlfriend

Gran imagines that she says what she wishes she had said

Gran dreams a nice time with grandson and girlfriend

Gran wakes up early in the morning and gets ready for breakfast. Sunrise

All family members gathered at breakfast table on Observation Deck. Gran at head of the table

Gran tells J that she wishes that grandson and that girlfriend had been with the party

J, slightly surprised, reveals that they were on board all the time (of course) with their child

Gran smiles and looks forward to the next choc (there were nine in the box)

Co-Activity in Education

12/8/2016

 
I was asked the question "When can Co-Activity be used in education?" My initial response was "When could it not be used?" But OK, some examples might be better.

Talking with teachers I still hear that they work in a 'traditional' setting. That is, they teach pre-determined lessons in classroom with a class of 30 students who are supposed to be attentively seated on chairs at desks. I would of course like to challenge that, to change it, to create a better working environment; but that requires the understanding, agreement and collaboration of many people. So, I will start in that classroom, with that teacher and that pre-determined lesson plan:

When to use Co-Activity?
  1. Start the lesson (the students are gathered around the doorway)
  2. Start the lesson (the students are in the classroom, and are not quite ready to learn)
  3. Start a particular set of activities
  4. Bring the ongoing activities to a close
  5. Draw out the students' learning from the recent activities
  6. Get some feedback on today's lesson
  7. Give some feedback on today's / yesterday's lesson
  8. Give some behaviour feedback to a student
  9. Give some knowledge feedback to a student
  10. Connect the learning to students' life purpose
  11. Find inspiring reasons for students to connect with the lesson
  12. Guide students in defining their personal goals for the lesson
  13. Guide students in choosing their behavious for the (rest of the) lesson
  14. Guide students in defining their personal goals for the next few weeks
  15. Encourage a student to stretch beyond their (perceived) limits
  16. Involve students who seem uninvolved
  17. Encourage several students to collaborate
  18. Encourage certain students to give each other space to learn the lesson
  19. Connect the learning to the students' community interests and needs >>>
  20. Connect the learning to the students' parents' expectations
  21. Connect the learning to the students' cultural background
  22. Connect the learning to the Education System's expectations
  23. Facilitate learning from a mild difference of opinion
  24. Facilitate learning from a strong difference of opinion
  25. Facilitate learning from a slight difference of perspective
  26. Facilitate learning from a great difference of perspective
  27. Draw out the students' learning from the lesson
  28. Bring the lesson to a close
  29. Prepare the students for the next lesson / lunchbreak etc
  30. many more, so many more


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Co-Active concepts and how they could be applied to:
​

"Connect the learning to the students' community interests and needs." (for example)

Establishing the Agenda
What you say
Ask open questions ... about how much the lesson connects with the students' community interests and needs. 

Resonant Choice
What your eyes, ears and intuition are tuned into
Listening to the class as a whole, and groups of students, aim to identify what resonates with them. Share your observations with the class.

Saboteur Awareness
What your eyes, ears and intuition are tuned into
Note when students sabotage themselves, by what they saying or choosing to hear, or doing, or reacting. Bring that observation to their attention. Teach a Saboteur-taming skill.
​
Wholeness
What you remind yourself
Remind yourself to see each student at all ages in their lives - as everything from an innocent new-born baby, a teenager, a middle-aged person and a wise old person - all at the same time. (for example) 

Witness/Be With
How you manage yourself
Whatever behaviour or language comes up during the lesson, remind yourself that you do not have to react to it. You can simply witness it, stay with it, show that you are receiving the behaviour and language and choosing how you respond. (for example) 

Dance in the Moment
What you do and say
Keep your focus on the pre-set lesson, the agenda and what's happening in the room; and allow yourself to respond in a playful way.

That book - the one I'm supposed to be writing

10/8/2016

 
The book is about how Co-Active Coaching would be beneficial in a school. There are many situations in the school year when a dose of Co-Activity would do a world of good.

In fact, there are quite a few times in my life in general when a bit of Co-Activity from the adults around me would have gone a long way to making my young life more productive, meaningful and enjoyable.

For example, the time when...
  1. My brother was to be born
  2. I had to learn to tell the time.
  3. I had to learn to ties my shoelaces
  4. I had to go to Nursery School (and my brother did not - yet)
  5. I cut my finger badly - doing something wrong
  6. We moved house
  7. I started at Primary School
  8. I was not doing well at 'times tables'
  9. I was beaten up by the twins, on my way to school
  10. I had to wear shorts in the winter (and I was quite tall)
  11. I painted an amazing picture for the school art competition
  12. My uncle called me a liar (for an amazing pencil drawing that I had done)
  13. The choice of Secondary School
  14. I had to wear a school uniform and a satchel
  15. Not liking sports, and being bad at sports and having to do sports
  16. Being touched by the Gym teacher
  17. I was beaten up by the school bullies
  18. Having sticking out ears
  19. After school activities, lack of.
  20. Choice of subjects to study to O Level (which and why)
  21. Homework stress
  22. Having few friends
  23. Having strange friends
  24. Having frequent headaches
  25. Feeling left out (and wanting to be left alone)
  26. Those long summers, when I did nothing
  27. Exam stress
  28. The French student who came to stay
  29. First girlfriend
  30. Second girlfriend
  31. Pressure to get a job during the last school summer
  32. Pressure to get a job after school
  33. Wanting to, and deciding to continue at Sixth Form (High School)
  34. Saying "No!" to Dad's 'offer' of employment in his own company
  35. Studying like crazy to prove myself
  36. Starting my first income-producing activity
  37. Learning how to deal with a lot of money, and being an 'employer'.
  38. Choosing to go to University. and choosing which one (where and why)
  39. Finding somewhere to live so I could go to University
  40. Managing my zero income as a student
  41. ...
When I started at Primary School

If I could go back in time and be the Parent I needed at that time, it might look and sound like this.

All the time, asking how he felt about what was going on in this moment. Just listening and remembering what he said.

All the time, telling him in a matter-of-fact way what he needs to know about this next step in life, growing up, being away from home, being with other adults, being with other children, less free play, more structured play, that there are different rules at school than at home, that change is an opportunity to grow, that learning is part of growing, sharing is part of becoming part of society.

And listening to how he responds to the upcoming change in environment, expectations, opportunities, And looking for the positive aspects.

Activites
  • Several trips to the library, to pick up interesting books to read together
  • Several trips to the stationers. to pick up pens and paper for him.
  • A walk to and around several local nursery schools, during playtime, to show him what nursery school is like.
  • Several trips to the shops to look at school uniforms, picking out the one that he thought looked the best.
  • Going to that nursery school, the one with that uniform.
  • Attending an Open Day at that school.
  • Attending Sports Day / Choir / some event at that school
  • A walk to and around that nursery school, during school time, to show him what nursery school is like.
  • Spend a day at the school together
  • Meeting parents with children at bthe school
  • Meeting older children at that school

  • etc

Co-Activity?
Active listening makes use of Curiosity, non-judgement, self-management

Two websites

9/8/2016

 
Today, I created two websites for connecting and gathering information. 
One for educators and one for Co-Active Coaches. ​Each website will provide source material for their respective e-books and webpages or websites.
Educators
Co-Active Coaches
Educators' contributions will go to the new CAtE paperback book, this time with 12 chapters.
Co-Active coaches' contributions will go to the e-book that can be used for promoting Co-Activity in Education

A Perspective - Magic and Time Travel

9/8/2016

 
What if this were a Magic and Time Travel fantasy book?

OK, it has been done before. Doc and Marty did the time travel thing, Harry Potter had a wand to do magic, and the Genie in the Lamp gave Aladdin three wishes, but what if we follow the Magic and Time Travel theme?

This storyline goes beyond school, work and life purpose.

Just a thought.
Picture
Possible Storyline
​
X and Y, the lead characters, travel back in time to key moments in their lives and use magical wishes that can change the original dialogue to something more Co-Active.

The story starts when the characters are quite old, in their 90s, and they travel back in time to the most recent event that they wish to change.

Having changed that event they return to their 90s and experience the difference that they created. Then they travel back in time to the next most recent event that they wish to change. Again they return to their 90s and experience the difference they created.

Each time they go back in time they include more people in their magical journey of realigning their lives with their values. The lead characters become role models for the people they meet on their journeys.

The second half of CAtE

8/8/2016

 
The CAtE book (a Coaching Approach to Education) that I wrote in 2014 is only the first half. I have been summoning the energy to write the second half. Thank goodness it's been raining this summer (in Sweden).
A Coaching Approach to Education, part 2

Chapters 1 to 6 my stories [done]
Chapters 7 to 12 other peoples stories

I am looking for examples from teachers and coaches that illustrate a coaching approach to the following aspects of the teachers working life.
​
  1. ​Using Positive Language
    Supporting, developing and expanding through language
  2. Using Humour, not Jokes
    Using sponteneity, encouragement and inclusion
  3. Asking, not telling
    Student focus, responsibility for learning, empowerment
  4. Using Open Questions
    Student focus, responsibility for learning, empowerment
  5. Asking for Feedback
    Facilitating openness, reflection and courage
  6. Instilling Learning by Doing
    Courage, non-judgement in making mistakes
  7. Agreements
    Collaboratively designing agreements
  8. Agendas
    Identifying and aligning agendas
  9. Goals
    Setting empowering and challenging goals
  10. Communication
    Choosing the best communication
  11. Role Models
    Finding and following role models 
  12. Values
    Discovering and using values


Invitation to be posted on Edutopia, LinkedIn and Facebook ...
​

"Teachers and head teachers are invited to contribute their story (maximum of 1000 words) illustrating a coaching approach* being used in one of the given aspects of a teachers working life.

The selected contributions will be published in a paperback written by the teacher, coach and author Martin Richards.

The book will contain at least 20 stories contributed by teachers around the world, plus a description of the coaching approach skills that a teacher can use to maximise the results of their teaching.

Selected contributors will receive 5 copies of the book.

Each month has two themes based on a coaching approach in education.

Contributions are due at the end of each month."



*A coaching approach includes:
  • Active Listening (to what the student is saying and is not saying)
  • Working student-centred (values, interests, needs, preferred communication)
  • Focusing on the Bigger Picture (actions taken now that support lifelong goals and aspirations)


Sample story... taken from the first CAtE book




to be decided, in alignment with the brief desciption of a coaching approach

​Heart > Head > Action






Questions for the book

Q Why explore coaching and teaching?
Leadership can be seen on two axes, according to Blanchard and Hershey

> information and instruction
> encouragement and motivation

Leadership i.e. Teaching, Coaching, Instructing and Mentoring can be placed on those axes.

Q Who is this for?
Educators who wish to use coaching to improve their leadership in their teaching role.

Q What are the expected outcomes and effects?

Happiness!

Happier students and happier teachers
Happier parents and happier administrators
Happier employers and happier employees

The results and outcomes are in alignment with the students deeper desires.

Q Why use stories?
Stories hold attention, have a depth of detail, have credibility and authenticity
Time plan for the next six steps

Proposed publication on the Edutopia, Facebook, LinkedIn networks of teacher groups and coach groups

Edutopia: September 13 and September 27, October 14 and October 28, November 8 and November 22

Facebook: September 14 and September 28, October 12 and October 26, November 6 and November 20

LinkedIn: September 8 and September 22, October 6 and October 20, November 10 and November 24
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Questions for the Networks

Chapter 7 Agreements
What do we need to agree on, what is already agreed on?
  • Balance points, who decides the most about…​
  • Start of school, school year, course start, lesson start
  • Behaviour code, Dress code, corridor classroom playground behaviour codes
  • Grading criteria
  • Formative assessment
  • Lesson design, syllabus design
  • Group activities and self study, balance
  • Homework, classwork, own work, group work


Chapter 8 Agendas
What's on the agenda? And who decides??
  • Syllabus, lessons
  • Broad focus, lifetime, school time, employment
  • Narrow focus, today, this week, individual, group, class
  • Balance of formal and informal or learning
  • Balance of exam and life learning
  • Timetable
  • Homework, lesson times, length of lesson, order of lessons
  • Exam and test dates

Chapter 9 Goals
Who decides what the goasl are and how?
  • Subject, division of, intersubject projects
  • Goals for inner awareness, understanding; after communication, persuasion
  • Individual goals, group goals
  • Academic goals, behavioural goals
  • Measuring progress
  • degree of empowerment, degree of challenge

Chapter 10 Communication
Students and teachers different preferences
  • Adaptation of materials and activities, differentiation
  • Tests
  • Receiving channel and performing channel
  • Reminders, plans, feedback, observation
  • Students, class, parents, colleagues

Chapter 11 Role Models
School subject role models, cultural role models
  • Academic aspirations
  • Sources of role models, being a role model
  • Older younger students as role models and mentors
  • The teacher's role models
  • more ...





Chapter 12 Values
Explicit and implicit presentation of values
  • Individual and community values, Overlap and differences, inclusion
  • Cultural, and learned values
  • Choosing, shifting and reprioritising values
  • Values as key to identity for individual and group
  • Values embedded in lessons and courses, deliberately and by default
  • Values as a basis for choosing courses of study, friends, jobs; action goal strategy

Interview with Co-Active Coach Martin Richards

7/8/2016

 
Rough, and not ready for public viewing.

​The idea is to find a way that the two halves of the recording can be made at different times and in different places - by the Interviewer and the Interviewee. Some questions can be prepared, (and pre-recorded) by the Interviewer, AND some questions chosen by the Interviewee, and post recorded by the Interviewer.

A work in progress.
​The two videos (of me) are a first attempt at asking questions and answering them.

Why do you send your children to school?

6/8/2016

 
I am asking why. Just asking!
I'd love to know parents reasons. Maybe I should publish this on FB?

Core Skills - and here's one I made earlier

5/8/2016

 
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As a Brit I am attached to the Blue Peter expression "And here's one I made earlier" which always preceded the production of an almost-finished article on the make-it-yourself program for children.

You were watching, say, John Noakes making a space station from egg boxes, washing up liquid bottles and copious amounts of tin foil; and glue. In the middle of the mess he was making, John would reach under the desk and say "and here's one I made earlier", and produce that space station in perfect  working order.

So, I was delighted when I pulled out from under my desk, a book entitled "Core Coaching Skills for Educators", all typed up and ready to print (almost).

Interviewing Coaches

4/8/2016

 
I want to interview coaches about their journey to working in education. But how? They live in many different countries. Ah haaa. video. Or?

That e-book and website

3/8/2016

 
Since I aim to connect coaches around the world, I want to use an image that shows where we are and how we are connected. I prefer to use the most accurate and fairest description of what the world looks like.

The green map (Peterson Projection) shows the fairest description of the global land masses. The line map is the most common, (and untrue) description. 
Picture

E-book and website

The Co-Active Coaching in Education paperback book has grown to include other aspects and forms, an e-book and a website

This is what I intend doing this year ALSO!

  1. Connecting with Co-Active Coaches who are interested in coaching in education, and connecting them with each other.
  2. For the Co-Active coaches who DO coach in education, I will create an e-book that describes and celebrates their journeys and serves as a beacon for other coaches
  3. For the coaches who WANT TO coach in education, I will collate their profiles on a website so that they can find each other, and can more easily be found by educators. I will connect their websites to this website where possible.
  4. I will, in my networks, speak loudly about the coaches in 2) and 3) above. I am a member of relevant groups on Facebook, LinkedIn and Edutopia; and of course, the Co-Active Education Niche

Co-Active Coaching in Education BOOK

Possible description

The story of children nurtured at home, supported at school and challenged by higher education and employment, to realise the Work they were born to do.

This book shows how a coaching approach from parents, and educators creates better outcomes.

Available on paperback at Amazon in 2017

Why do coaches coach? And why do teachers ?

2/8/2016

 

Two month celebration, with two strokes of brilliance

1/8/2016

 
First stroke of brilliance - contact the CTI Education Niche
​
Second stroke of brilliance - re-engineer the C4E website
At the end of July 2016, I contacted The Co-Active Coaches Education Niche seeking contact with coaches "who coach educators, or who want to coach educators".

The responses fell into three categories.
  • Coaches who are simply interested
  • Coaches who DO coach educators
  • Coaches who WANT TO coach educators

Notes: 
  • Most of the coaches are CTI trained, Co-Active Coaches. Some are not.
  • Some of the coaches quickly shared their backgrounds, which could form great "journey" stories.
  • Some of the coaches may have EMPTY schedules and want more clients
  • Some of the coaches may have FULL schedules and not want more clients
  • Some of the coaches have not actually coached educators yet


​Hi Martin, I look forward to connecting with you.
Just an FYI, I also coach administrators and teams of coaches who work in education in Wisconsin It's a beautiful journey I am excited you are writing about it!  
​I have done a few workshops with schools since becoming a coach, but various obstacles discouraged me from going down that path. I had great success using the co-active principles with my students during my coach training, but that was 10 years ago and I never documented it.  
If high school educators could work with their students earlier, perhaps more would venture off to college and finish their degree. I find that those who are undecided, are uneasy, distracted, lack motivation at times, and less likely to pursue their educational goals

Another e-book?

I feel like creating an e-book celebrating the fact that there ARE Co-Active Coaches who DO coach in educational organisations.
Purpose
  1. Inspiration and encouragement for coaches who WANT to coach in education
  2. Acknowledgement of coaches who coach in education
  3. Resource for educators choosing Co-Active coaching for Education

Possible Audiences /Buyers of the book
  • CTI Leaders
  • Coaches who want to coach in education
  • Educators seeking info on coaching in education

Possible Contents

Introduction
What Co-Active means
Who the Authors are
Who the Co-Active Coaches are

Chapters 
One coach per chapter
"Coaches who coach in education"


Who they coach
?administrators
teachers, paid to teach
learners, pay to learn
?parents

Level, age
primary school, pre-teen
secondary school, teenagers
higher education, adults

Coaching Experience and Certification
# years coaching educators
(ACC, PCC, CPCC certification levels)

Where the coach works
Continents
  • USA
  • UK
  • Europe
  • India
  • Asia
  • Australia

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    I am a teacher, a business-owner, a public speaker, a coach and an author.

    Yes I'm a bit of a politician and a preacher too!

    My Mission is to play a major part in supporting the education system in taking its next evolutionary step, becoming self-evolving rather than self-preserving.

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