.png)
Frequently Asked Questions
What is the difference between coaching and tutoring?
Beyond College Coaching does not serve as content area tutoring. While academic coaching includes elements of traditional tutoring, the goals and process of academic coaching reach further and deeper to teach students to become more effective learners, not simply to survive the crisis of the day. Using current school challenges as a springboard, we teach students executive function skills that help them develop the habits that allow them to succeed in college and beyond. If there is a need for targeted tutoring support, Brittany will help clients get connected to resources that can assist. Academic coaching involves a more holistic approach.
What does support look like?
Support looks very different from client to client and it is tailored to each individual based on their goals and the base skills they are starting with. Support is always scaffolded. The goal is for clients to become comfortable setting their own goals, evaluating the realism of those goals, setting a timeline around achievement, planning out the steps needed for achievement, implementing those steps, reflecting on the process, and knowing when they need to pivot or that process needs to change. Because of the individual nature of the coaching relationship, recommendations for meeting and accountability structure will vary.
How do you work with families?
Beyond College Coaching services are meant to be collaborative with families and providers that know and understand the client's needs. During the intake process, input is valued to identify appropriate goals and targets for the client. By signing a contract, the client agrees to open communication with parents/guardians, so Brittany will reach out when needed (additional sessions recommended, if a session is missed, anything concerning arises, etc.). Parents/guardians can reach out with any questions that arise. The family will receive an emailed copy of the client's coaching plan that outlines goals and how progress will be evaluated. At the end of each month, the client and coach will draft a brief summary of progress and upcoming targets/goals that will be emailed to family.
What does accountability look like for academics?
At Beyond College Coaching, we want students to be the drivers of their own learning, to have a clear long-term vision for themselves and feel internal motivation. This happens by students viewing themselves as adults, so they are treated as adults who are a part of a collaborative process. Students have a check-in with me, at least weekly, where they provide an update on school or job, and set goals for the upcoming week, and reflect on goals from the previous week. If I notice a need or a deficit, I will ask open-ended questions. Ideally, the student becomes aware of that need and can evaluate it in order to determine and then ask for appropriate supports. If students can’t evaluate a need, I may change my line of questioning or suggest supports. If students have a need that goes beyond our session, they can suggest or I might suggest a follow-up session. Accountability check-ins throughout the week via text or phone can also be provided.
How do you help the students see themselves as adults and the expectations that brings?
By building rapport and setting expectations around the relationship as a collaborative one, right from the start. Most clients have been in the position where they see themselves as the child. By “doing for” instead of “doing with”, the client is implicitly being told that they are not capable, when they are very capable! The Beyond College Coaching model works to empower our clients to see themselves as adults.