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CONSULTATIVE SERVICES (EDUCATION)

To meet the specific needs of each individual client, The Docentus Group offers Consultative Services crafted to provide clients the mindset and skills needed to create the growth and improvement they desire.

In the event you may be seeking something other than Consultative Services,  The Docentus Group offers a series of custom-built professional growth and development Workshops.


The Docentus Group also offers Personal, Professional and Executive Coaching.

For more information, click either button below.

  • Consultative Services are listed below and are organized by general categories.


  • Consultative Services are crafted to fit and meet the individual needs of each client.

  • As a result of the variations in delivery of services, costs of Consultative Services can be built on a project-by-project or hourly basis.

 

CULTURE, CLIMATE, CONNECTIVITY

GATEWAYS

Emotions and the processes of learning.

  1. Gain an in-depth understanding of baseline human emotions and their impact on behavior.

  2. Learn how to harness emotional energy and systematically convert it into a gateway of learning.

  3. Explore and identify strategies, systems and process for opening gateways when anger, fear, shame, or sadness is presented by a student.

  4. Demonstrate tools and techniques that are easy to remember and quick to use.

THE POWER OF ME

"Who I am" impacts “how they" learn.

  1. Gain an understanding of “learning personalities” and their connection to emotions.

  2. Learn and explore the impact that emotions have on both teaching and learning.

  3. Explore and learn to identify emotional gateways that present themselves in the school environment.

  4. Demonstrate tools and techniques for emotional gateway management.

MINDSET AND BEHAVIOR

Aligning values to behavior.

  1. Gain an understanding of a value driven organization.

  2. Learn the true value of highly focused statements of purpose or high ideals.

  3. Explore, identify and learn how to apply values – on a daily basis – to a high-ideal and mindset.

  4. Create a set of specific, behavior-based, targeted objective based upon statements of purpose.

RECALIBRATION

Resetting climate, culture, and expectations.

  1. Gain an understanding of institutionalized behaviors their impact on the entire educational process.

  2. Learn the mindset necessary to spot and adequately and appropriately address harmful institutionalized behaviors.

  3. Explore tools and techniques necessary to ‘recalibrate’ toward common purpose in the educational process.

  4. Recalibrate climate, culture and expectations.

TIME MANAGEMENT

Tools and strategies that make sense for time management.


  1. Gain an understanding of time management.

  2. Discover positive and negative impacts associated with effective time management both personally and professionally.

  3. Explore tools and strategies that improve time management reducing anxiety and stress.

  4. Develop a personal plan or strategy for improved time management.

MINDFULNESS

Maintaining a mindset while safely allowing the mind to relax.

  1. Gain an understanding of mindfulness.

  2. Learn the value of mindfulness.

  3. Explore the substantial impact of mindfulness on the entire educational process.

  4. Apply the tools and techniques needed to foster the development of a physically and emotionally mindset.

 

LEANER & GRADUATE PROFILES

LEARNER PROFILES

Establishing expected, long-term, student outcomes in schools or specific programs.

  1. Gain raised or revised awareness of the need for learner profiles specific to a district, school or program.

  2. Explore the negative and positive impacts of developing (or not) and setting (or not) district, school or programmatic expectations of a learner.

  3. Craft a baseline learner profile.

GRADUATE PROFILES

Defining programmatic expectations and long-term expectations for graduates of your program.

  1. Gain raised or revised awareness of the need for graduate profiles specific to a district, school or program.

  2. Explore the negative and positive impacts of developing, (or not) and setting, (or not) district, school or programmatic expectations of a learner.

  3. Craft a baseline graduate profile.

SOLIDIFYING PROFILES

Finalizing and publishing of profiles to be used at all levels of the district, school, or specific program.

This workshop is a follow-up to workshops focusing on the Learner or Graduate Profile(s).

This workshop provides ongoing work based on previous meeting, data collected, and strategic decision.

 

(608) 571-LEAD


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