Educare For Exceptional Children, LLC offers a cloud-based, 21st Century approach to educational consulting and coaching. It is a privately owned company, established in New York State and operated primarily remotely. The services are Professional Development, Leadership Consultancy, Emotional Intelligence and Educational Coaching. EFECLLC is a reputable and innovative management pedagogic consulting firm and guarantees money back on our services.
EFECLLC values strategic planning, change, projects, processes, training, team-working. EFECLLC educational consulting practices offer insights for institutions seeking advancement, growth, and reform.
• It is imperative for stimulating students to think critically and be encouraged to engage in a real-world project and help them become lifelong learners.
• EFECLLC experts seek to work collaboratively with institutions to improve organizational structures and performances.
• EFECLLC strategically integrates technology and uses an interdisciplinary approach to teaching.
• EFECLLC believes that fostering an appropriate learning environment promotes a positive learning experience for students.
EFECLLC is not limited to helping parents in educational planning. However, EFECLLC primarily offers consulting services to address educators’ concerns and to follow a systemic process. In the course, EFECLLC provides advice, opinion, and counseling on a professional level. EFECLLC consultants are experts in a wide range of domain. The benefits of having a consultant work on a particular case are that clients have the exposure to explore a problem to a deeper level with an expert. EFECLLC has the availability of an internal or an external consultant. The process of consulting will depend on the feedback EFECLLC gets about the organization, budget, the available resources and the length of time on the project. EFECLLC helps educational institutions at all level herewith.
Educational Planning Consulting
EFECLLC can work with both parents and students with educational planning and have a positive impact on the individual or organization. EFECLLC does not have the authority to implement the changes. However, through a collaborative effort, EFECLLC expects positive results.
EFECLLC focuses on developing and improving the infrastructure of the organization strategically. EFECLLC specializes in helping an educational institution in preparing an action plan to foster a positive learning environment which promotes academic growth.
Analysis of Emotional Intelligence Model
Goleman (2005) stated that “emotional intelligence abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to empathize and to hope” (p. 34). He speculated that a person is born with a universal emotional intelligence that established their potential for learning emotional competencies. Congruently, Gardner (2004) made a point of reference to the human intellectual competence as a “…set of skills of problem solving-enabling the individual to resolve genuine problems…,” that are not instinctive aptitudes; to a certain extent, these are learned capabilities that must be developed.
Managing emotions and handling relationships
Managing emotions and handling relationships are pivotal. In our coaching sessions, managing emotions refers to the ability to regulate emotions in both oneself and in others. According to Gardner (2004), the emotionally intelligent individual is perceived as capable of harness emotions, along with negative ones, and manages them to accomplish anticipated goals. Best practices for improving emotional intelligence have been described by Goleman (1995) as (a.) perceiving emotions characterizes a fundamental aspect of emotional intelligence, as it constructs all other processing of sensitive information possible; and (b.). To account for a set of competencies that enhance a person’s ability to conduct oneself appropriately in diverse social settings has received increasing interest. These emotional intelligence skills stressed that parents play a vital role in the component for improving self-awareness, self-confidence, self-esteem, and social awareness (p. 194).
In any progressive institution, effective leaders are driven by a mission, vision, culture, strategies, and goals; a supported by mutual respect, good communication, and understanding of the institution’s strengths and weaknesses. However, organizations can develop and grow to meet standards and reach achievable goals of the organization’s framework. Often, it is pivotal to consider managing resources successfully while accounting the roadblocks and bureaucratic structures.
Educare For Exceptional Children, LLC consultancy experts, may design training and workshops to reach achievable goals; while focusing on the framework of the organization. Our consultants have extensive experience in implementing a 21st-century approach to leadership to meet the challenge of a global market. We have more than 20 years of leadership development consultancy experience with schools, high-tech start-ups, non-profits, government agencies and various educational institutions to improve their operational performance and outcomes.
The following organizational success leading to effective leadership development include:
- Establishing a corporate work environment based on trust and respect.
- Developing a transformational leadership style
- Strengthen a collegial relationship to align with a leadership role.
- Communicating more effectively
- Complying while motivating subordinates to commit to future goals
- Developing initiative skills and strengthening leadership teams
- Engaging stakeholders to embrace change and improvement continuously
Overview of Professional Development
Professional development is crucial for lifelong learners. It is learning that allows an individual to enhance skills or maintain professional credentials. We offer several approaches to professional development, including consultation, lesson study, mentoring, coaching, communities of practice, reflective supervision and technical assistance.
Engagement in Professional Development
Many professionals, such as teachers, educational leaders, corporate executive, business owners and others. It is often rewarding for individuals to engage in professional development because of interest in lifelong learning, to comply with professional regulatory requirements, taking an active role based on a sense of moral obligation, to stay abreast of new technology and practices, to maintain and enhance professional competence and improve career progression.
The professional development plan can range from a single workshop to a semester-long of training. Some examples of our approaches to professional development include:
- Case Study Method – The case method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing a problem.
- Consultation – to assist an individual or group of people to clarify and address immediate concerns by following a systematic problem-solving process.
- Coaching – to enhance an individual’s competencies in a particular skill area by providing a process of observation, reflection, and action.
- Mentoring – to promote an individual’s awareness and refinement of his or her professional development by providing and recommending structured opportunities for thought and observation.
- Communities of Practice – to improve professional practice by engaging in shared inquiry and learning with people who have a common goal.
- Reflective Supervision – to support, develop, and ultimately evaluate the performance of employees through a process of inquiry that encourages their understanding and articulation of the rationale for their practices
- Technical Assistance – to assist individuals and their organization to improve by offering resources and information, supporting networking and change efforts.
- Lesson Study – to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice