Dr. Royce observes a lesson on water evaporation in Ms. Maronpots class, gives her feedback, and visits again one week later. See the changes Ms. M makes in her lesson before and after the visit.

This resource provides access to tips, tools, practice briefs, videos and courses relate to family time coaching in the field of child welfare and was compiled specifically for Northern California counties by the Northern California Training Academy. To learn more about the Academy, please visit www.humanservices.ucdavis.edu/academy

Micro video for finding and editing SNUDLE Investigations. For use by coaches, science specialists, and teachers.

This module will provide a brief introduction to the background and rules of the sport of water polo

TED Studies, created in collaboration with Wiley, are curated video collections — supplemented by rich educational materials — for students, educators and self-guided learners. In Leading Wisely, speakers share powerful insights about leaders across a wide range of fields and domains who inspire great results from their teams. Great management in a turbulent global economy has never been so important. Relevant areas of interest, study and coursework include: 

This resource provides access to the presentations and materials from the National Conference on Coaching in Health and Human Services, a first of its kind coaching conference that took place April 25-26, 2017 at the University of California, Davis.

Access the presentations and materials offered throughout the 2018 National Conference on Coaching in Human Services, which was hosted by the Northern California Training Academy at the University of California, Davis April 24-25, 2018. Learn more about the Northern California Training Academy at www.humanservices.ucdavis.edu/academy.

This mini lesson for business professionals, defines partnership coaching and the role of the coach and coachee.  

Practical Leadership is an interactive seminar where students receive repeated coaching and real-time feedback on their own leadership capabilities from their peers and the instructor. The course is structured around a set of readings. However, the key component is each student’s own self-assessment. These self-assessments are done by the students in the first week of the semester. The areas for improvement that the students identify are then targeted in the weekly role plays that are customized for each student in the class. The goal of the class is for each student to increase his or her own leadership abilities through an ongoing cycle of practice, feedback and reflection.

This resource provides access to each edition of the Northern California Training Academy's child welfare practice journal Reaching Out.

From Thinking Collaborative, a toolkit of resources for starting, developing, and supporting effective, productive team collaboration.

Providing opportunities for all voices to be heard and all contributions to be recognized is an effective strategy for building science understanding, collaboration skills, and promotes successful group work.

Link to a simple graphic to support group discussion. This simple graphic points out three common ways children participate in discussions (repeating ideas, adding on to ideas, or proposing a new idea).

To build collaboration skills, ensure that each group member has an important role that contributes to the success of all.

To build collaboration and science expertise, try doing a jigsaw activity with students. The jigsaw strategy has been shown to improve social interactions in learning and support diversity.

Mastery and wise feedback can happen anytime. Use Mastery Oriented Feedback and Wise Feedback starters whenever students are trying something new or challenging.

Research has shown that peer feedback is especially helpful for the student giving the feedback. When peers are looking at other students work, they often report seeing the gaps in their own thinking, and then go back to their own work, revise, and improve.

Research shows that reflection and connecting with real-life situations are powerful and effective ways to build science sensemaking skills.

This quick strategy promotes communication skills and collaboration across science groups.

Every group has some people who participate a lot, and some who rarely speak. Yet, everyone has something to contribute AND something to get from hearing the voices of others. This strategy helps give everyone in the group space to speak and to listen.