This Postgraduate certificate in Coaching for Educational Innovation and Excellence will generate a sense of security in the performance of your profession, which will help you grow personally and professionally"

There is a need to approach a pedagogy of interiority and to understand and apply the methodological tool that teachers already incorporate as a matter of course: presence. The teacher's presence is active listening, natural leadership, inspiration and enthusiasm. When teachers carry out personal development work, presence emerges as an educational tool that encourages excellence in their students and educational communities.

Active methodologies focus on the students, but these are always placed in the hands of the teacher, who has to work parallel to the knowledge of his subject: that of working on and knowing oneself.

Coaching contemplates these processes of personal evolution and provides vision and tools to carry out a transformation that is from the inside out and that builds an education that does not remain in the mere instruction, but that allows and accompanies the development of the Self, of our deepest identity that inspires and encourages the best of each person.

Educational Coaching is a discipline within Coaching applied to Education, both formal and informal. Coaching needs to adapt to the context and exists according to the needs posed by that context, in this case, the educational context. It is not surprising that given the complexity of agents and processes in Education Educational Coaching can address needs in the various fields of teaching: in individual tutoring and learning or performance problems, in classroom management, conflict resolution, motivation for learning, leadership in groups of students or the challenges posed by the management of educational institutions.

Educational Coaching is not so much a methodology as an approach that provides its own tools in addition to the various educational approaches, and whose purpose is to generate changes and transformations for educational excellence.

The crisis in education is accompanied by the emergence of new paradigms and educational methodologies that provide new solutions to this stage of transition and change, to the reality of not knowing what the future of our humanity will be like.

Up-to-date knowledge through the Postgraduate certificate in Coaching for Educational Innovation and Excellence"

This Postgraduate certificate in Coaching for Educational Innovation and Excellence contains the most complete and up-to-date scientific program on the market. The most important features include:

• Development of case studies presented by experts in Coaching for Educational Innovation and Excellence
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• New developments in Coaching for Educational Innovation and Excellence
• It contains practical exercises where the self-evaluation process can be carried out to improve learning
• With special emphasis on innovative methodologies in Coaching for Educational Innovation and Excellence
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate certificate may be the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Coaching for Educational Innovation and Excellence, you will obtain a degree from TECH Global University"

It includes, in its teaching staff, professionals belonging to the field of Coaching for Educational Innovation and Excellence, who pour into this education the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious universities.

Thanks to its multimedia content developed with the latest educational technology, they will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. To this end, the educator will be assisted by an innovative interactive video system created by renowned experts in the field of Coaching for Educational Innovation and Excellence with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge through this Postgraduate certificate"

Take the opportunity to learn about the latest advances in Coaching for Educational Innovation and Excellence and improve the attention to your students"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the current relevance of innovative training, and committed to quality teaching through new educational technologies.

This Postgraduate certificate in Coaching for Educational Innovation and Excellence contains the most complete and up to date program on the market”

Module 1. Beliefs, Values, and Identity

1.1. Nature of Beliefs 

1.1.1. Concepts about Beliefs 
1.1.2. Characteristics of a Belief 
1.1.3. Belief Formation 
1.1.4. Behavior and Beliefs 
1.1.5. Limiting Beliefs 
1.1.6. Empowering Beliefs 
1.1.7. Origin of Limiting Beliefs 

1.2. Managing Belief Change 

1.2.1. Healing the Past 
1.2.2. Basis of Coping with Belief Change 
1.2.3. Robert Dilts 
1.2.4. Morty Lefkoe 
1.2.5. “The Word”, Byron Katie 

1.3. Mindset for Change and Innovation 

1.3.1. Fixed Mindset 
1.3.2. Growth Mindset 
1.3.3. Comparing Fixed and Growth Mindsets 
1.3.4. Attitude for Change and Innovation 
1.3.5. Zone of Inertia 
1.3.6. Learning Zone 

1.4. Coaching and Change 

1.4.1. Simon Sinek's Golden Circle 
1.4.2. Neurological Levels of Change and Learning 

 1.4.2.1. Environment 
 1.4.2.2. Behavior 
 1.4.2.3. Capacity 
 1.4.2.4. Values and Beliefs 
 1.4.2.5. Identity 
 1.4.2.6. Transpersonality 

1.4.3. Remedial Changes 
1.4.4. Generative Changes 
1.4.5. Evolutionary Changes 
1.4.6. Recognition of the Neurological Level 

1.5. Values and Counter-Values 

1.5.1. Conceptualization of Values 
1.5.2. Types of Values 
1.5.3. Learning of Values 
1.5.4. Values and Behavior 
1.5.5. Counter-values 
1.5.6. Value Recognition Dynamics 
1.5.7. Dynamics for Counter-value Recognition 

1.6. Identity 

1.6.1. Identity Traits 
1.6.2. Concept of Identity 
1.6.3. Tradition and Identity 
1.6.4. Psychological Models and Identity 
1.6.5. Identity and Science 

1.7. Personality Models 

1.7.1. Enneagram 
1.7.2. Discovery of one's own Enneagram 
1.7.3. Evolution from the Enneagram 
1.7.4. Use of the Enneagram in Social and Group Interactions 
1.7.5. Inner Archetypes 
1.7.6. Transformational Coaching 

1.8. Logical Levels 

1.8.1. Human Needs and Maslow's Pyramid 
1.8.2. Richard Barrett's Levels of Consciousness 
1.8.3. Self-realization 
1.8.4. Altruism and Service 
1.8.5. Alignment of Levels 

1.9. Approach to Beliefs, Values, and Identity in Education 

1.9.1. Beliefs for Educational Excellence 
1.9.2. Pygmalion Effect 
1.9.3. The Importance of High Expectations 
1.9.4. Diversity: Inclusiveness 
1.9.5. The Values of Positive Psychology 
1.9.6. Values-based Education 
1.9.7. Self-esteem and Recognition: Identity Construction 

Module 2. Active methodologies and innovation 

2.1. Active Methodologies 

2.1.1. What are Active Methodologies? 
2.1.2. Keys for Methodological Development from the Students Activity 
2.1.3. Relationship Between Learning and Active Methodologies 
2.1.4. History of Active Methodologies 

 2.1.4.1. From Socrates to Pestalozzi 
 2.1.4.2. Dewey 
 2.1.4.3. Institutions Promoting Active Methodologies 

  2.1.4.3.1. The Free Institution of Education 
  2.1.4.3.2. The New School 
  2.1.4.3.3. The Unique Republican School 

2.2. Project Based Learning, Problems and Challenges 

2.2.1. Travel Companions Cooperation Between Teachers 
2.2.2. Phases of PBL Design 

 2.2.2.1. Tasks, Activities and Exercises 
 2.2.2.2. Rich Socialization 
 2.2.2.3. Research Tasks 

2.2.3. Phases of PBL Development 

 2.2.3.1. Benjamin Bloom’s Theories 
 2.2.3.2. Blooms Taxonomy. 
 2.2.3.3. Bloom’s Taxonomy Revised 
 2.2.3.4. Bloom’s Pyramid 
 2.2.3.5. David A. Kolb’s Theory: Experience-Based Learning 
 2.2.3.6. Kolb’s Cycle 

2.2.4. The Final Product 

 2.2.4.1. Types of Final Product 

2.2.5. Evaluation in PBL 

 2.2.5.1. Evaluation Techniques and Instruments 
 2.2.5.2. Observation 
 2.2.5.3. Performance 
 2.2.5.4. Questions 

2.2.6. Practical Examples PBL Projects 

2.3. Thought Based Learning 

2.3.1. Basic Principles 

 2.3.1.1. Why, How and Where to Improve Thought? 
 2.3.1.2. Thought Organizers 
 2.3.1.3. The Infusion with the Academic Curriculum 
 2.3.1.4. Attention to Skills, Processes and Disposition 
 2.3.1.5. The Importance of Being Explicit 
 2.3.1.6. Attention to Metacognition 
 2.3.1.7. Learning Transfer 
 2.3.1.8. Construct an Infused Program 
 2.3.1.9. The Need for Continuous Personal Development 

2.3.2. Teach to Think TBL 

 2.3.2.1. Collaborative Creation of Thought Maps 
 2.3.2.2. Thinking Skills 
 2.3.2.3. Metacognition 
 2.3.2.4. Thought Design 

2.4. Event Based Learning 

2.4.1. Approach to the Concept 
2.4.2. Basis and Foundations 
2.4.3. The Pedagogy of Sustainability 
2.4.4. Benefits of Learning 

2.5. Play Based Learning 

2.5.1. Games as Learning Resources 
2.5.2. Gamification 

 2.5.2.1. What is Gamification? 
 2.5.2.2. Fundamentals 
 2.5.2.3. Narration 
 2.5.2.4. Dynamics 
 2.5.2.5. Mechanisms 
 2.5.2.6. Components 
 2.5.2.7. Insignias 
 2.5.2.8. Gamification Apps 
 2.5.2.9. Examples 
 2.5.2.10. Criticisms of Gamification, Limitations and Common Errors 

2.5.3. Why use Videogames in Education? 
2.5.4. Types of Players According to the Richard Bartle Theory 
2.5.5. Escape rooms/Breakedu, an Organizational way of Understanding Education 

2.6. Flipped Classroom 

2.6.1. Organization of Working Time 
2.6.2. Advantages of the Flipped Classroom 

 2.6.2.1. How can I Effectively Teach using Flipped Classrooms? 

2.6.3. Disadvantages of the Flipped Classroom Focus 
2.6.4. The Four Pillars of the Flipped Classroom 
2.6.5. Resources and Tools 
2.6.6. Practical Examples 

2.7. Other Trends in Education 

2.7.1. Robotics and Programming in Education 
2.7.2. E-learning, Micro-learning and Other Trends in Networked Methodologies 
2.7.3. Neuro-education Based Learning 

2.8. Free, Natural Methodologies based on Individual Development 

2.8.1. Waldorf Pedagogy 

 2.8.1.1. Methodological Basis 
 2.8.1.2. Strengths, Opportunities and Weaknesses 

2.8.2. Maria Montessori, the Pedagogy of Responsibility 

 2.8.2.1. Methodological Basis 
 2.8.2.2. Strengths, Opportunities and Weaknesses 

2.8.3. Summerhill, a Radical Point of View on How to Teach 

 2.8.3.1. Methodological Basis 
 2.8.3.2. Strengths, Opportunities and Weaknesses 

2.9. Educational Inclusion 

2.9.1. Is there Innovation without Inclusion? 
2.9.2. Cooperative Learning 

 2.9.2.1. Principles 
 2.9.2.2. Group Cohesion 
 2.9.2.3. Simple and Complex Dynamics 

2.9.3. Shared Teaching 

 2.9.3.1. Ratio and Attention to Students 
 2.9.3.2. Teaching coordination as a strategy for student improvement 

2.9.4. Multilevel Teaching 

 2.9.4.1. Definition 
 2.9.4.2. Models 

2.9.5. Universal Learning Design 

 2.9.5.1. Principles 
 2.9.5.2. Guidelines 

2.9.6. Inclusive Experiences 

 2.9.6.1. Rome Project 
 2.9.6.2. Interactive Groups 
 2.9.6.3. Dialogue Talks 
 2.9.6.4. Learning Communities 
 2.9.6.5. Includ-ED Project 

Module 3. Coaching for innovation and educational excellence 

3.1. Well-Being as a Factor of Excellence in Educational Communities 

3.1.1. Evolution of Society and its Impact on Education 

 3.1.1.1. Characteristics of Today's Society 
 3.1.1.2. Challenges of Today's Society 
 3.1.1.3. New Educational Needs 

3.1.2. Social Factors 
3.1.3. Professional Factors 
3.1.4. Wellness and Excellence 
3.1.5. Factors for Educational Well-Being 
3.1.6. Inclusivity as a Reality 
3.1.7. School and Family 

3.2. Professional Development and Teacher Welfare Plan 

3.2.1. Teacher Unrest 
3.2.2. Teacher Welfare 
3.2.3. Teaching and Personal Development 
3.2.4. Personal and Professional Life 
3.2.5. Teacher Review and Evaluation 
3.2.6. Teacher Welfare as a Factor of Educational Excellence 
3.2.7. Inspired to Inspire Life Paths 
3.2.8. Teacher Welfare Plan 

3.3. Educational Excellence 

3.3.1. Towards a Concept of Excellence in Education 
3.3.2. Teaching vs. Learning 
3.3.3. Excellence Based on Needs 
3.3.4. Demand and Excellence 
3.3.5. Measurements and Factors 
3.3.6. Management for Educational Excellence 

3.4. Coaching for Innovation 

3.4.1. Processes of Educational Innovation through Coaching 

 3.4.1.1. In Apprenticeships 
 3.4.1.2. In the Groups 
 3.4.1.3. In Teachers 
 3.4.1.4. In Executive Management 
 3.4.1.5. In the Center 

3.4.2. Evaluation as a Tool for Innovation 
3.4.3. What, When and How to Asses? 
3.4.4. Objectives for Innovation 
3.4.5. Establish Achievement Indicators 
3.4.6. Process Monitoring 
3.4.7. Celebrating Achievements 
3.4.8. Educational Innovation Plan 

3.5. Educating in the Will of Meaning 

3.5.1. Approach to the Concept 
3.5.2. The Thought of Viktor Frankl 
3.5.3. Logotherapy and Education 

3.6. Towards a Pedagogy of Interiority 

3.6.1. Spirituality and Pedagogy 
3.6.2. "Learning to Be." 

3.7. Coaching for Integrative Education 

3.7.1. Towards a Pedagogy of Interiority 
3.7.2. Educating the Whole Person 
3.7.3. Educating for the Three Centers 
3.7.4. Duty and Pleasure in Education 
3.7.5. Educating Integratively 
3.7.6. Conclusions: a Road Ahead 
3.7.7. An Educational Project based on Educational Coaching 

3.8. Meaning and Purpose of Education 

3.8.1. The Golden Circle 
3.8.2. Why and What For? 
3.8.3. The How 
3.8.4. The What 
3.8.5. Alignment of Education Levels 
3.8.6. Educating in the Will of Meaning 
3.8.7. Challenges for the Education of the Self from Coaching and Logopedagogy 
3.8.8. Tools for the Alignment of Educational Levels 

3.9. Educate to Be 

3.9.1. Pedagogical Contributions in Education to Be 
3.9.2. Report of the Faure Commission for UNESCO 
3.9.3. Jacques Delors Report 
3.9.4. Decalogue of an Education to Be 
3.9.5. Beyond Knowledge 
3.9.6. Educating for Life 
3.9.7. Educating Integratively 
3.9.8. Inhabiting the Inside 
3.9.9. Educating Ego and Self 
3.9.10. Developing a Sense 
3.9.11. Inclusivity and the Common Good 
3.9.12. Self-Realization and Service 
3.9.13. Transformation 

A unique, key, and decisive training experience to boost your professional development”