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Outline of Modules/Instruction  

Pre-Training Assessment  
Prior to the training, participants will be assessed and surveyed in multiple manners.    

First, participants will take the Energy Leadership Index™ (ELI) assessment and receive a debrief on their results from an ELI-Master Practitioner and Certified Professional Coach. This assessment and debrief process helps participants to become aware of their leadership and engagement tendencies – while under stress and normal circumstances.  These tendencies will also reveal various levels of self awareness and awareness of their impact and influence on others.  

Second, participants will take an engagement and satisfaction survey that, in conjunction with the Energy Leadership Index, will connect those areas creating the least and most amount of stress and enjoyment in their lives.  

Finally, participants will be asked to complete a relevance preparatory survey – a pre-training survey that calls attention to those areas that each participant would like to work on most throughout the course of the in-person modules and during subsequent mentor coaching.  

All of the above work takes place over the 30-day period immediately preceding training sessions.  

Module I: Life & Leadership Potentials^TM Training

Learning Objectives:  

1. Participants will learn a new framework for significantly improved interpersonal, communication, self-leadership, and leadership skills based on a Coach Centric Leadership™ foundation.
2. Through experiential and immersion learning, participants will apply new understanding and skills to their specific professional and personal situations to significantly increase integration of new abilities and ensure that the newly acquired knowledge will be able to be applied “first thing Monday morning” when “real life” resumes.  

Life & Leadership Potentials Training (3 consecutive, 10-hour training days) gives participants the opportunity to experience the power of the Core Energy Coaching™ process, first hand, and provides practical knowledge about how to utilize its potential in many aspects of educational life. iPEC’s program not only teaches transformational coaching and leadership skills that can be used with oneself and others, but also significantly advances personal and professional growth.  

At Life & Leadership Potentials Training, participants will learn powerful tools and coaching skills to empower and engage others. The curriculum is designed to help participants create new belief systems, which will support them in creating choices and possibilities that will bring about powerfully different results.  

Core Skills/Topics:      
Coaching and leadership skills in the following areas:  

• Listening and Communicating More Effectively
• Motivating, Inspiring, and Influencing Others for Optimal Performance
• Managing Challenges/Feedback with Tact and Insight
• Focusing on the Connection Between Individual and External Visions
• Creating Autonomy, Accountability, and Inter-dependence
• Development as a Positive Change Agent
• Increasing One’s Own and Others’ Engagement, Satisfaction, and Performance Levels
• Implementation of Clear, Simple, and Highly Effective Goal Achievement and Planning Process
• Creating an Energetic Buy-In  

      Module II: Creating and Sustaining Academic Excellence  

Learning Objectives:  

1. Integrating and learning the dynamic use of coaching competencies
2. Direct application of learned competencies to individual, social, and organizational scenarios 
3. Understanding of the first of two key leverage components (Capacity) and associated coaching skills that drive Total Engaged Energy  

In Module II: Creating and Sustaining Academic Excellence  (2 consecutive, 8-hour training days), participants dive deep into capacity the first of the two key leverage components in the Core Energy Dynamics^TM framework and methodology, which drives Total Engaged Energy – in themselves and others.  Participants will explore the 7 levels of energy – which reveal one’s default tendencies (the most typical way that anyone thinks about, perceives, feels, and acts, based on their circumstances). Participants learn how to work with these default tendencies in a leadership capacity – to shift areas that are presenting blocks and increase areas that are fueling performance.  

The entire discussion is set in the context of the educational arena and the myriad of positions through the system. Working through scenarios, participants integrate coaching competencies into instructional leadership, the monitoring of student and campus progress, the creating of shared leadership, home-school relations, and other critical education leadership topics.  

Core Skills/Topics:
Coaching and leadership skills in the following areas:  

• Values, Validating, and Acknowledging
• Shifting Perceptions to Shift Capacity
• Recognizing which Individual or Organizational Tendencies are Inhibiting or Driving Engagement  
• Identifying Your Individual and Organization Engagement Trends (in real time)
• Building Communities of Shared Leadership, Dynamic and High-Energy Teams, and Engaging and Effective Relationships 

Module III:  Advanced Coaching for Educational Leaders  

Learning Objectives:  

1. Further integrating the dynamic use of coaching competencies within individual and organizational processes
2. Direct application of increasing engagement in individual, social, and organizational scenarios 
3. Understanding of the second of two key leverage components (Engagement) and associated coaching skills that drive Total Engaged Energy  

In Module III: Advanced Coaching for Educational Leaders (2 consecutive, 8-hour training days), participants will dive deeply into the final factors that drive optimal engagement (i.e., Total Engaged Energy).  They will learn, understand, and work with those factors that increase both willingness and ability at an individual and organizational level.  

These driving factors of engagement are discussed from multiple positions throughout the educational system.  This aspect of the training not only demonstrates how to optimize personal engagement, but significantly expands each participant’s understanding of how other positions/jobs view a campus or district’s current circumstances, challenges, needs, goals, and desired outcomes. This shifts engagement and builds holistic and strategic thinking, while building greater knowledge of how the inter-connected system functions as a whole.  

Core Skills/Topics:
Coaching and leadership skills in the following areas:  

• Breaking Resistance While Gaining Buy-In
• Aligning Individual Motivational Drivers with Role-based and Organizational Objectives, Vision, and Mission
• How to Encourage a Culture of Continuous Improvement Through Reflective Practice
• Utilizing Professional Development in Order to Optimize Organizational Sustainability
• Shaping Organizational Management so that Relationships with Groups Inside and Outside the Educational System Work Toward Common Goals
• Creating a School Culture that Cultivates a Safe and Orderly Environment
• Practicing with New Skills and Tools in Order to Motivate and Renew Academic Organizations