Program at Glance
3 months to complete ACC Level 75 hours Coach Specific Education
Prerequisites for K-12 & Grad Level: BA or above
Prerequisites for Birth-5: Call for minimum requirements
Accomplishment: Certificate of Professional Coach Training
ACC: Our program covers 75 coach specific education hours through completion of 5 modules.
6 months to complete PCC Level 150 hours Coach Specific Education
Prerequisites for K-12 & Grad Level: BA or above
Prerequisites for Birth-5: Call for minimum requirements
Accomplishment: Certificate of Professional Coach Training
PCC: Our program covers 150 coach specific education hours through completion of 5 modules.
The C{R}A Difference: Cross Fertilization of Research, Theory, Knowledge, Practice
At Coaches {R}evolution™ Academy, we honor a definition of “best current knowledge” that extends far beyond Eurocentric ideals. We draw upon diverse ways of knowing—modern research, timeless theories, and the wisdom traditions of cultures across the world. By cross-fertilizing research, practice, and lived experience, we believe coaching potential expands—not only within education, but across every professional and human context.
At the center of this journey is personal development. Participants are invited to reflect deeply: Who am I becoming, and how do I prepare myself to engage in transformational coaching that touches hearts, expands minds, and awakens possibility?
True transformation—whether in classrooms, boardrooms, communities, or organizations—requires cultivating the intellectual, emotional, behavioral, spiritual, and relational capacities that inspire lasting change. This work also calls us to hold equity and inclusion as guiding commitments, recognizing that profound coaching begins with the courage to embody change within ourselves.
Our program is designed to be flexible and responsive. Whether your context is early childhood, higher education, human resources, leadership, executive coaching, business, or beyond, you will be able to customize your learning journey. What unites us is not our title, but our shared calling to coach with presence, purpose, and impact.
Review Modules 1-5
Total 150 Coach Specific Education Hours
Depending on your goals this program may satisfy the needs of a training program or certification you wish to gain. See International Coaching Federation credentialing requirements BY CLICKING HERE.
Our Mission at C{R}A
Our mission is to bridge professional coaching into personal and professional contexts, cultivating a new generation of skilled leaders and coaches who inspire, envision, problem-solve, and communicate effectively while building resilience in themselves and others.
Our Vision at C{R}A
We aim to cultivate professional coaches who ignite the genius and passion that elevate great educators and professionals into brilliance, fostering a more holistic, equitable, and inspiring environment for learning and work.
Teaching Philosophy at C{R}A
Our educational approach applies adult learning theory for the working adult customized to their context. The program is flexible, practice-oriented, competency-based, and grounded in educator-driven inquiry. We use a proven cohort learning model to create a vibrant, collaborative learning community built on inclusion and mutual respect. We apply the gradual release of responsibility model—To, With, and By—where instructors teach, model, walk along-side, and coach individuals through the differing aspects of the program toward a level of independence. Budding coaches discover their professional identity as coach, anchor their learning through the compilation of a portfolio that houses the full requirements of the course, and complete certification with C{R}A.
Evidence-Based Coaching
We use the term evidence-based to refer to an informed approach to coaching, which, as Stober and Grant (Evidence Based Coaching Handbook, 2006) stated, consists of “the intelligent and conscientious use of best current knowledge integrated with practitioner expertise in making decisions about how to deliver coaching to individual coaching clients” (p. 6). The value of this approach is that it “provides theoretical frameworks, information, critical thinking, and methodological rigor that the practitioner can use to navigate the ever-changing waters of the coaching intervention” (p. 6).
