Our Learning Philosophy

We are aware that each individual has an attitude toward life, towards learning and has previous personal experiences that informs and shapes their set of beliefs. This set of beliefs informs how we live, work, and interact with others. We know that what we believe is directly reflected in our teaching and learning processes. That is why our Academy staff is first of all committed to work on themselves, to have clarity on their beliefs and about what they want to bring in their educational roles.

learning is a lifelong process

We believe that learning is a lifelong process and that it is essential to keep our learning eagerness alive to embrace the challenging world we all live in

space for reflection

We believe reflection is a critical part of the learning process and that it allows us to learn more about ourselves and how we learn, and it also aids us in improving academic skills and deepening our knowledge.

What is the purpose of coaching education? 

We empower individuals and organizations worldwide and we equip people with their ability to use coaching skills in their profession and in how they interact with others. 

What is the role of our educators/mentors?

To deliver high quality coaching education at master levels for those who are ready to shape their life and let their talents to thrive. To be a role model in relation to the ICF Standards and Ethics so that through our behavior our coaches can learn ‘to be’ and not only ‘to do’

creative thinking

We value creative thinking as much as content mastery therefore we encourage students to value their own ability to think creatively, and encourage them to use their unique ways to demonstrate their talent.

online environment

Learning takes place in an online environment with an interactive e-learning methodology with zoom classes and a member area that hosts all the required learning material, videos, useful websites, and content downloads.

time for one to one contact

Our classes have a limited number of students which allows them plenty of time for one-to-one contact with the educators and plenty of time to group discussions and time for practice and reflection.
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Angela Gaehtgens

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Cristina Campofreddo

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