Course Features
Language: English
7 Days
Certificate of Completion

Programme summary

Participants will learn basic coaching skills including active listening, rapport, building trust, empathy, summarising, paraphrasing, reflecting and raising awareness. They will practice GROW coaching model and become fluent in asking powerful questions. Beside practicing basic coaching skills they will become acquainted also with variety of coaching tools such are drawings, coaching wheel and questionnaires. We will discuss a framework for peer coaching in details.


The main objective of the course is to prepare the participants to professionally lead a coaching session in the context of peer coaching. By the end of the course participants will have a substantial understanding of coaching framework and coaching models. They will develop a core coaching skills, including observation process, feedback, questioning, listening, raising awareness, establishing and maintaining an authentic relationship. Participants will be able to design a coaching session with different coaching tools included. The specificities of peer coaching will be emphasised.

Target groups

Teachers, teacher trainers, careers officers, educational counsellors, headteachers / principals / managers of schools / organisations offering adult education, HRM professionals.

Programme day-by-day


-Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.


– Awareness of interpersonal differences

– Relationship Awareness theory

– The trip round the triangle, how others see us, understanding myself – review

– Understanding others: recognising others, understanding others’ behaviour


– Introduction to conflict: the 3 conflict styles, the conflict sequence, conflict triggers

– Conflict model

– Overdone strengths in conflict management

– Study visit in yoga centre: role of mindfulness for teacher’s professional growth


– Coaching principles, coaching boundaries with respect to evaluation, mentoring, and counselling, coaching applications

– Asking powerful questions, framework for questions

– Coaching demonstration

– Asking questions – exercise in pairs, reflection and feedback


– Introduction to GROW coaching model
GROW coaching model in triads, reflection, feedback

– Coaching skills: active listening, rapport, trust

– Limiting beliefs: awareness in limiting beliefs, how to address the limiting beliefs in coaching

– First hand experience with coaching: guest teacher


– Exercise on limiting beliefs

– Dilts model of personality

– Coaching session practice, reflection, feedback


– Gathering experiences using creativity techniques

– Personal action plan

– Planning follow up activities, dissemination and implementation of learning outcomes

– Discussing possibilities for future cooperation among participants

Download Europass template for this course


  • 15. 03. – 21. 03.
    (CONFIRMED – open for registration)
  • 09. 08. – 15. 08.
    (open for pre-registration)
  • 15. 11. – 21. 11.
    (open for pre-registration)

  • 21. 03. – 27. 03.
    (open for pre-registration)
  • 06. 06. – 12. 06.
    (open for pre-registration)

Pre-registration form for Peer Coaching

Useful information about Communication skills course

Which competencies will you acquire in the “Peer coaching” course?

Peer coaching is a developmental process through which two or more teachers/trainers work together to address common work challenges. Participants of the course will develop the following competencies:

  • Understanding the most important coaching concepts.
  • Establish rapport with less-communicative and mistrustful students.
  • Learn how to ask powerful coaching questions for better self-reflection and insights in students.
  • Empowering and motivating students to exploit their potentials.
  • Using coaching approach in everyday conversation with students and parents.
  • Implementing GROW model of coaching to motivate and empower students.
  • Learn how to lead coaching sessions in pairs and triads.
  • Offering coaching support to other teachers-colleagues.
  • Providing feedbacks in non-threatening, constructive way.
  • Developing active listening skills and applying it in classroom situations.
  • Assisting schools and organizations that are dealing with major transformations and innovations.

In what ways can you integrate competencies into work?

Peer coaching is one of the most powerful and cost-effective tools for personal and professional development. It empowers teachers, connects the teams and leads to better results/relationships in classroom. It works the best when more teachers/trainers from the same organization attend the course. It can help in the following situations:

  • Improving work climate and relationships among teachers/trainers in the organization.
  • Supporting teachers/trainers to successfully deal with major change, work challenges, stress, conflicts and other demanding situations.
  • Using coaching as a tool to empower students’ parents and raise their proactivity.
  • Implementing more supporting, nondirective and democratic teaching methods in the classroom.
  • Offering better career guidance for students with use of coaching tools.
  • Helping emotionally vulnerable and behaviourally difficult students to gain new insights about their needs, preferences and motives.
  • Empowering highly talented students to reach their full potential.
  • Leading simple coaching sessions with different stakeholders to address common problems at school.
  • Meeting colleagues of different nationalities and building fruitful networks for further collaboration.

Meet the trainers

Blanka Tacer


Blanka Tacer, PhD in business administration and BSc of psychology, professionally focuses on work and organisational psychology and supports private and public companies in building and implementing their human resources management strategy. She works as a coach, trainer and consultant in the field of human resources development, organisational growth and knowledge management. She is well familiar with South East Europe markets. As a member of Work and organisational psychology section at Slovenian Psychological Association and a member of American Society for Training & Development she is in touch with the latest literature on adult learning. Personal and professional development through permanent trainings at home and abroad is a part of her worklife. She concluded 1 year coaching training at the University of Cambridge. She is also a NLP (Neuro-linguistic Programming) master practitioner and qualified SDI (Strength Deployment Inventory) facilitator.


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