Project Endorsement+ Virtual Educational Coach

Become an Virtual Educational Coach: Training and Employment Opportunities

The University of Massachusetts Global is looking for coaches to work virtually with teachers who are participating in the Project Endorsement+ National Professional Development (NPD) grant. Through this grant, coaches will support teachers in their professional development informed by the Looking at Student Work evidenced-based model. Coaches will also support teachers as they utilize the technology of the Teach FX application to facilitate the accurate and timely use of data to improve reading instruction and build strong literacy skills. The university will provide training for the Looking at Student Work model, TeachFX application, and development of coaching skills. 

Frequently Asked Questions

What is an educational coach?
An educational coach is an educator who works in a school or district to support teachers in reaching their goals. Effective coaches help their teachers reach their full potential by applying the foundational skills of coaching (Listening, Building Trust, Expressing Empathy, Appreciative Inquiry, Design Thinking). Coaches facilitate problem solving, reflection and communication, as well as assist in developing a teacher’s voice and shared vision.  

Does an educational coach receive training?
Yes, the tuition of the virtual educational coach training is covered by the Project Endorsement+ National Professional Development grant. Upon completion of the training, you can earn up to 6 PDUs (Graduate Level Professional Development Credits) to be used for professional advancement such as salary increment steps and recertification. You may also add coaching skills and experience to your resume.

Does an educational coach receive compensation? 
Yes, coaches can earn up to $300 per teacher virtually coached. 

What are the qualifications of an educational coach?
A Master’s degree in a relevant discipline from a regionally accredited institution. Other desired qualifications include: coaching experience, modeling instructional coaching, collaborating on monitoring systems, and facilitating thinking around professional learning support to staff.

Who can be a coach?
Educational coaches include teachers, principals, site administrators, Teachers on Special Assignment (TOSAs), Curriculum Specialists, Instructional Specialists, ESL/Bilingual endorsement and/or teaching experience with EL student populations.

How to get started 

Complete the online application to enable us to determine if you are eligible to participate in this grant funded opportunity.

click here to Apply
Once your application is submitted, our team will verify your employment and notify you via e-mail about next steps. This may take 2-3 weeks.

Apply in 3 Steps

1) Complete the online application

2) Speak to the grant manager

3) Complete onboarding

Educational Coach Training

  • Fully online, flexible course structure designed for working professionals
  • 3 Graduate Level Professional Development Credits per course 
  • Approximately 45 hours per course 

Coaching for Educators

This course is designed for those who are interested in and aspiring to become educational coaches. Examine the personalized definition for the "what” and “why” of coaching and its value to those being coached. Apply the foundational skills of coaching, self-assess, reflect on, and monitor learning and growth within your coaching practice. 

Course Topics:

  • The “What” and “Why” of Coaching
  • The Coaching Cycle
  • Foundational Skills of Coaching
  • Language of Coaching
  • Understanding and Applying Coaching Roles & Responsibilities
  • Challenges, Successes and Lessons Learned
  • Goal Setting
  • Providing Meaningful Feedback

Looking at Student Academic Language (LASAL) Foundations

This course prepares educators to understand how to collaborate with colleagues to analyze the oral and written language of English Learners to determine the degree to which they are developing academic language.

Course Topics:

  • Use language objectives as the basis for discussing student academic language development of language forms needed for specific functions
  • Distinguish between observation and analysis of student work
  • Distinguish between clarifying and probing questions
  • Describe and apply components of the Collaborative Analysis process

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