{"id":2606,"date":"2024-08-28T13:28:58","date_gmt":"2024-08-28T17:28:58","guid":{"rendered":"https:\/\/coachingfederation.org\/about\/the-icf-ecosystem\/icf-credentials-standards\/"},"modified":"2025-09-25T15:13:50","modified_gmt":"2025-09-25T19:13:50","slug":"accreditation-standards","status":"publish","type":"page","link":"https:\/\/coachingfederation.org\/for-coach-educators\/icf-accreditation\/accreditation-standards\/","title":{"rendered":"Accreditation Standards"},"content":{"rendered":"\n<h2>\n\t\t\tBenefits of ICF Accreditation Standards\t<\/h2>\n\t<p>Every ICF-accredited provider must meet and uphold seven key standards. In doing so, they are ensuring that coaching education is consistent, ethical, and effective worldwide. These standards instill confidence in both students and employers, reinforcing the credibility of the program and the excellence of its graduates. Here are some essential advantages:<\/p>\n<ul>\n<li><strong>Clear Participant-to-Faculty Ratio<\/strong>: Allows students to receive adequate attention and support during their training, promoting a more personalized learning experience and improving the quality of education.<\/li>\n<li><strong>Experienced Faculty and Staff<\/strong>: By requiring key faculty and staff to hold ICF credentials, students learn from experts who embody the highest coaching standards, ensuring they are well-prepared for the profession.<\/li>\n<li><strong>Ongoing Faculty Training<\/strong>: Continuous training keeps educators up to date with the latest in adult learning, technology, and coaching practices, enhancing both in-person and virtual learning experiences.<\/li>\n<\/ul>\n<h2>\n\t\t\tStandard 1: Mission\/Vision of Education and Learning Program\t<\/h2>\n\t<p>ICF Coaching Education accreditation confers legitimacy and credibility to coaching education providers and curriculum, and it is required for programs that want to be included in the ICF online registry. A rigorous accreditation process demonstrates a commitment to excellence and continuous improvement, providing consistent standards and a shared professional language.<\/p>\n<p>ICF Coaching Education accreditation is available to any education or training program that wants to be held to the highest industry standards and is:<\/p>\n<ul>\n<li>Educating and equipping coaches professionally, personally, and organizationally to maximize personal and professional potential.<\/li>\n<li>Equipping people with the ability to use coaching skills in how they interact with others.<\/li>\n<\/ul>\n<p>Each organization will be asked to document the following:<\/p>\n<ul>\n<li>Public disclosure of your organizational mission and vision as a coaching education provider, and the philosophy that guides the structure of learning.<\/li>\n<li>An agreement to abide by the standards and ICF <a href=\"https:\/\/coachingfederation.org\/resource\/icf-coaching-education-code-of-conduct\/\">Coaching Education Accreditation Code of Conduct<\/a> by all providers approved for ICF accreditation.<\/li>\n<li>Being accredited by ICF is the pinnacle of excellence for coaching education globally. Tell us why you chose to become a coaching education provider.<\/li>\n<\/ul>\n<h2>\n\t\t\tStandard 2: Administration, Organization, and Business Operations\t<\/h2>\n\t<p>We recognize the impact that a provider&#8217;s operations, organization, and administration have on every participant&#8217;s experience of quality and equity in the program.<\/p>\n<p>This second standard is meant to protect the ICF brand as the benchmark of excellence in the field, and conveys confidence that every participant will enjoy quality and equity while engaged with any ICF accredited provider, both inside and outside of the classroom.<\/p>\n<p>It will also affirm that ICF Coaching Education accreditation generates credibility with purchasers and all of the attendant provider responsibilities in embodying our standards of quality and equity.<\/p>\n<p>Each organization will be asked to document the following:<\/p>\n<ul>\n<li>Publicly accessible website that features:\n<ul>\n<li>Title of education offerings (e.g., program name).<\/li>\n<li>Clear instructions on how to contact the organization.<\/li>\n<\/ul>\n<\/li>\n<li>Disability\/discrimination\/DEIB statement.<\/li>\n<li>Complaint\/grievance policy.<\/li>\n<li>Enrollment agreement.<\/li>\n<li>Partial completion policy.<\/li>\n<li>Payment\/fees policy(s).<\/li>\n<li>Transparent fee schedule.<\/li>\n<li>Established business enterprise (e.g., physical published address).<\/li>\n<li>Organization admin information (commercial organizations only).<\/li>\n<li>Refund policy.<\/li>\n<li>Transfer of credit policy.<\/li>\n<li>Illness policy.<\/li>\n<li>Ethical marketing agreement.<\/li>\n<li>Organization owner(s); percentage of ownership.<\/li>\n<\/ul>\n<p>Reference <a href=\"https:\/\/coachingfederation.org\/resource\/coaching-education-policy-documents-sample\/\">sample policy documents<\/a> as you prepare your own.<\/p>\n<h2>\n\t\t\tStandard 3: Ethics, Integrity, and Transparency\t<\/h2>\n\t<p>Through initial and ongoing review, both providers and program personnel must demonstrate a mindset for continuous improvement that underpins all coaching education program decisions.<\/p>\n<p>ICF-accredited providers must regularly participate in a cycle throughout their active accreditation period requiring them to answer and demonstrate:<\/p>\n<ul>\n<li>Expected competence that delivers quality and equity.<\/li>\n<li>Adherence to ICF Values and Code of Ethics.<\/li>\n<li>Full incorporation with provider business practices of the Code of Conduct.<\/li>\n<\/ul>\n<p>Therefore, on the initial application and throughout your accreditation period, you will be asked to document the following:<\/p>\n<ul>\n<li>A written statement on ethics, integrity, and transparency.<\/li>\n<li>A contact list of enrolled and graduated participants to verify participant learning, program completion, and graduation.<\/li>\n<\/ul>\n<h2>\n\t\t\tStandard 4: Education and Training\t<\/h2>\n\t<p>ICF accreditation is organized into Levels 1, 2, and 3 &#8211; each of which aligns with requirements an individual will need to fulfill an ACC, PCC, or MCC credential. This alignment makes the process of becoming a coach and pursuing progressive development over time much clearer and straightforward.<\/p>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-0\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-0\">General Requirements<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-0\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>Organizations seeking ICF accreditation are not required to conduct a pilot program when applying for provisional ICF accreditation. However, for all education\/training programs, the completion of one program, utilizing the content as presented in the application, is a prerequisite for eligibility for full ICF accreditation.<\/p>\n<p>Provisional ICF accreditation enables organizations to assert that the content and curriculum outlined in their education\/training programs have undergone review and approval in alignment with ICF accreditation standards. During the provisional accreditation period, providers are not authorized to issue ICF-accredited certificates of completion, display the ICF accreditation logo, or market themselves as fully ICF accredited.<\/p>\n<p>Following provisional approval, ICF will furnish the organization with specific language that can be used to communicate their ICF accreditation status accurately.<\/p>\n<p>To successfully complete the ICF accreditation process, all providers with provisional ICF accreditation must graduate at least one class comprising a minimum of five participants. This graduating class should have completed the entire education program, incorporating curriculum content consistent with the intended accreditation application, within one calendar year from the date of submission of the application.<\/p>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-1\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-1\">Contact Hours<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-1\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>You must meet the required number of contact hours for the accreditation level you are seeking. On the accreditation application, you will be asked to document the number of hours that your education program offers and provide a list of all classes being offered.<\/p>\n<table width=\"636\">\n<tbody>\n<tr>\n<td>Contact Hours<\/td>\n<td>Level 1<\/td>\n<td>Level 2<\/td>\n<td>Level 3<\/td>\n<\/tr>\n<tr>\n<td>Total Contact Hours<\/td>\n<td>60-124<\/td>\n<td>125-175<\/td>\n<td>75+<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Your program may use a mix of synchronous and asynchronous activities to meet the contact hour requirement.<\/p>\n<h4>Synchronous<\/h4>\nAt least 50% of all education must be delivered in synchronous activities, with 80% of it focused on the ICF Core Competencies.<br \/>\nSynchronous contact hours are real-time interactions between faculty and participants. They can include time spent in direct instruction, real-time discussions, observation of, feedback provided for, or practice coaching sessions, and mentoring participants.\n<h4>Asynchronous<\/h4>\n<p>The remaining 50% of education hours can be delivered asynchronously, and 20% of it may be focused on subjects not directly related to the ICF Core Competencies.<\/p>\n<p>Asynchronous contact hours are time spent outside of real-time interaction between faculty and participants. They may also be known as &#8220;homework,&#8221; &#8220;independent study,&#8221; or &#8220;self-study.&#8221; Asynchronous contact hours can include outside reading, writing, research, journaling, practice coaching, and various other activities that may occur outside of the synchronous setting.<\/p>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-2\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-2\">Synchronous<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-2\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>At least 50% of all education must be delivered in synchronous activities, with 80% of it focused on the ICF Core Competencies.<\/p>\n<p>Synchronous contact hours are real-time interactions between faculty and participants. They can include time spent in direct instruction, real-time discussions, observation of, feedback provided for, or practice coaching sessions, and mentoring participants.<\/p>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-3\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-3\">Asynchronous<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-3\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>The remaining 50% of education hours can be delivered asynchronously, and 20% of it may be focused on subjects not directly related to the ICF Core Competencies.<\/p>\n<p>Asynchronous contact hours are time spent outside of real-time interaction between faculty and participants. They may also be known as &#8220;homework,&#8221; &#8220;independent study,&#8221; or &#8220;self-study.&#8221; Asynchronous contact hours can include outside reading, writing, research, journaling, practice coaching, and various other activities that may occur outside of the synchronous setting.<\/p>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-4\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-4\">Course List<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-4\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>In the accreditation application, you will be asked to document all the classes that make up the full intended program. The following details are required for each class:<\/p>\n<ul>\n<li>Title.<\/li>\n<li>Brief description.<\/li>\n<li>Hours spent teaching.<\/li>\n<li>ICF Core Competencies taught.<\/li>\n<li>Primary delivery method (synchronous or asynchronous).<\/li>\n<\/ul>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-5\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-5\">Education \/ Training Materials<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-5\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>No matter which level of accreditation you are applying for (Level 1, 2, or 3), you must upload the following to your application:<\/p>\n<ul>\n<li aria-level=\"1\">Course outlines.<\/li>\n<li aria-level=\"1\">Participant &amp; instructor materials.<\/li>\n<li aria-level=\"1\">PowerPoint slides or other graphic handouts.<\/li>\n<li aria-level=\"1\">One recording (MP3, WMA, or WAV) of an observed coaching session.<\/li>\n<li aria-level=\"1\">Written feedback of the submitted observed coaching session.<\/li>\n<\/ul>\n<p>Additionally, performance evaluation documentation is required for Level 1 and Level 2 applications.<\/p>\n<ul>\n<li aria-level=\"1\">Level 1 Application: You must submit one recording (MP3, WMA, or WAV) of a performance evaluation in which a student passed at the ACC level. Written feedback and word-for-word transcript of the performance evaluation recording are also required.<\/li>\n<li aria-level=\"1\">Level 2 Application: You must submit two recordings (MP3, WMA, or WAV) of a performance evaluation in which the student passed at the PCC level. Written feedback and word-for-word transcript of the performance evaluation recording are also required.<\/li>\n<\/ul>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-6\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-6\">Observed Coaching Sessions<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-6\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>Observed coaching sessions are a vital component of quality coaching education. As such, each ICF-accredited organization is required to provide a specific number of observed sessions and feedback for each participant that goes through your program.<\/p>\n<table>\n<tbody>\n<tr>\n<td>Requirement Per Each Participant\/Student<\/td>\n<td><strong>Level 1<\/strong><\/td>\n<td><strong>Level 2<\/strong><\/td>\n<td><strong>Level 3<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Minimum Number of Observed Coaching Sessions<\/td>\n<td>5<\/td>\n<td>6<\/td>\n<td>5<\/td>\n<\/tr>\n<tr>\n<td>Minimum Number of Sessions That Must Include Written Feedback<\/td>\n<td>3<\/td>\n<td>4<\/td>\n<td>3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Within your accreditation application, you will be asked to submit one example of a recorded observed coaching session and the corresponding written feedback for that recording.<\/p>\n<p>Here are some key definitions and additional considerations that may be helpful as you comply with this requirement:<\/p>\n<ul>\n<li><strong>Observed coaching session<\/strong>: Session in which a participant is coaching any client, fellow participant, or another person as a method for practicing their coaching skills.<\/li>\n<li><strong>Observed time<\/strong>: ICF does not have a minimum length requirement for observed coaching sessions. Sessions should be long enough for a coaching conversation.<\/li>\n<li><strong>Structure<\/strong>: Observed coaching sessions are observed by an instructor\/observer who is responsible for providing written feedback to the participant, noting the participant&#8217;s use of the ICF Core Competencies in the coaching session. These sessions may be observed live or through a recorded session. Observed coaching sessions count as part of the total instructional hours of the program.<\/li>\n<li><strong>Confidentiality<\/strong>: Organizations should only submit recordings for which they have received explicit permission from the client\/participant to submit recordings of their coaching sessions to be reviewed by ICF staff and performance evaluation assessors for the purposes of assessing the quality and methods of the coaching.<\/li>\n<\/ul>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-7\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-7\">Mentor Coaching<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-7\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>All Level 1, 2, and 3 accredited providers are required to provide 10 hours of mentor coaching over a time of at least three months. On your application, you will be asked to supply a description of your mentor coaching process used within the contact hours.<\/p>\n<p>Here are some key definitions that may be helpful as you comply with this requirement:<\/p>\n<ul>\n<li><a href=\"https:\/\/coachingfederation.org\/education-professional-development\/find-professional-development\/mentor-coaching\/\"><strong>Mentor coaching<\/strong><\/a>: A participant being coached on their coaching skills rather than on practice building, life balance, or other topics unrelated to the development of a participant&#8217;s coaching skill. Mentoring is intended to serve as a development process for the participant that takes place in a repetitive cycle of receiving feedback regarding participant coaching, reflecting on this feedback and practicing new skills. The focus must be on the development of skills using the ICF Core Competencies.<\/li>\n<li><strong>Structure<\/strong>: The 10 hours of mentor coaching should be integrated into the total contact hours and occur periodically throughout the course of the contact hours. Group mentoring may count for a maximum of seven hours toward the mentoring requirement. The group being mentored may not consist of more than 10 participants. A minimum of three of the 10 mentoring hours must be one-on-one mentoring. All mentor coaching should be completed verbally.<\/li>\n<\/ul>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-8\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-8\">Performance Evaluation<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-8\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>Level 1 and Level 2 accredited providers must administer a final performance evaluation in a formal testing environment. The final performance evaluation must, at a minimum, contain an actual observation of coaching at least 20 minutes to one hour in length which is graded as a final performance evaluation.<\/p>\n<h4>Grading Criteria<\/h4>\n<p>Performance evaluations must be graded to align with an ICF credential level.<\/p>\n<ul>\n<li>For Level 1 accreditation, the performance evaluation must be graded at or above the ICF ACC credential level, which is described in the minimum skill requirements for the ACC.<\/li>\n<li>For Level 2 accreditation, the performance evaluation must be graded at or above the ICF PCC credential level, which is described in the minimum skill requirements for the PCC.<\/li>\n<\/ul>\n<p>For both Level 1 and Level 2 accreditation:<\/p>\n<ul>\n<li>Participants must receive written feedback\/scoring for their performance evaluation that provides information regarding their performance on each of the ICF Core Competencies.<\/li>\n<li>Performance evaluation reviewers at your organization must hold an ICF credential at the PCC or MCC level, successfully complete the full PCC Marker Assessor training (or refresher training) and competently understand the ICF Core Competencies and Code of Ethics.<\/li>\n<\/ul>\n<h4>Application Requirements<\/h4>\n<p>On your application, you will be required to:<\/p>\n<ul>\n<li>Document the performance evaluation process and grading criteria used for the final performance evaluation.<\/li>\n<li>Document the start date for a class of participants that has completed the program including the performance evaluation process and when they graduated.<\/li>\n<li>Submit recording(s) of an actual participant coaching session(s) that was used for the final performance evaluation and received a passing evaluation. Coaching demonstrations by faculty members cannot be submitted for evaluation.\n<ul>\n<li>For a Level 1 application, one recording as well as the transcript and written feedback must be submitted.<\/li>\n<li>For a Level 2 application, two recordings as well as the transcripts and written feedback must be submitted.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h4>Application Review<\/h4>\n<p>Once your accreditation application is submitted and under review, ICF Coaching Education will send the performance evaluation recording(s) to qualified ICF assessors. They will ensure that your organization assessed the recordings at the correct credential level (ACC credential for Level 1 accreditation and PCC credential for Level 2 accreditation).<\/p>\n<p>If the recordings do not pass, you will be able to resubmit new recordings for a fee of $250 USD. This retake process can be completed a total of two times. If the recordings still do not receive passing scores at that time, the program will not be awarded accreditation.<\/p>\n\t\t\t\t\t<a href=\"#\"  id=\"fl-accordion--label-9\" tabindex=\"0\" aria-controls=\"fl-accordion--panel-9\">Director of Education<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-9\"  tabindex=\"0\"><i title=\"Expand\">Expand<\/i><\/a>\n\t\t\t\t\t<p>For Level 1, 2, and 3 accreditation, your organization must have a\u00a0<strong>director of education<\/strong>. On your application, you will be required to document who the director of education is and their current ICF credential level.<\/p>\n<h4>Qualifications<\/h4>\n<p>The director of education must have:<\/p>\n<ul>\n<li>An active ICF credential and subscribe to the ICF definition of coaching, Code of Ethics, and Core Competencies.\n<ul>\n<li>For Level 1 and Level 2 accreditation, the director must hold an active PCC or MCC credential.<\/li>\n<li>For Level 3 accreditation, the director must hold an active MCC credential.<\/li>\n<\/ul>\n<\/li>\n<li>Five years of client coaching experience.<\/li>\n<li>Demonstrated facilitation and training skills &#8211;\u00a0training history.<\/li>\n<\/ul>\n<h4>Job Responsibilities<\/h4>\n<p>This role provides oversight of the curriculum, instructional processes, education of instructors and all observation and examination processes. Specifically:<\/p>\n<ul>\n<li>Curriculum and class offerings: Ensure the curriculum being taught is the same as the curriculum accredited by ICF as a part of the submitted accreditation application.<\/li>\n<li>Instructional process: Ensure content is delivered by methods noted in the submitted accreditation application, and that all time requirements for classes are met.<\/li>\n<li>Education of instructors: Train program instructors in alignment with the Train-the-Trainer program outlined in the submitted accreditation application.<\/li>\n<li>Examination processes: Ensure performance evaluation process is being followed exactly as noted in the submitted accreditation application.<\/li>\n<\/ul>\n<h2>\n\t\t\tStandard 5: Teaching and Instruction\t<\/h2>\n\t<p>Your organization is making a real and measurable difference in people&#8217;s lives, which is why we&#8217;re passionate about making sure our coaches and the organizations that train them are well-equipped to do their jobs. That&#8217;s why we require the following.<\/p>\n\t<h3>Participant to Faculty Ratio<\/h3>\n<p>All accredited providers must report the number of participants in each cohort.<\/p>\n\t<h3>Faculty Experience<\/h3>\n<p>Accredited providers must demonstrate how all current or prospective faculty have received training and development in facilitating adult learning and engagement in the classroom (in person and virtual) and in the use of the technology they will rely on. Accredited providers are to evaluate faculty by both the participants they are teaching and the director of education.<\/p>\n\t<h4>ICF Credential Requirements for Faculty and Staff<\/h4>\n<p>&nbsp;<\/p>\n<table>\n<thead>\n<tr>\n<th>Roles<\/th>\n<th>Level 1<\/th>\n<th>Level 2<\/th>\n<th>Level 3<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Director of Education<\/td>\n<td>Must hold an active PCC or MCC credential and subscribe to the ICF definition of coaching, Code of Ethics and Core Competencies.<\/td>\n<td>Must hold an active PCC or MCC credential and subscribe to the ICF definition of coaching, Code of Ethics and Core Competencies.<\/td>\n<td>Must hold an active MCC credential and subscribe to the ICF definition of coaching, Code of Ethics and Core Competencies.<\/td>\n<\/tr>\n<tr>\n<td>Instructors Teaching ICF-Related Content*\u00a0<\/td>\n<td>Must hold ACC, PCC, or MCC credential.<\/td>\n<td>Must hold ACC, PCC, or MCC credential.<\/td>\n<td>Must hold an MCC credential.<\/td>\n<\/tr>\n<tr>\n<td>Instructors Not Teaching ICF-Related Content*<\/td>\n<td>Not required to hold an ICF credential.<\/td>\n<td>Not required to hold an ICF credential.<\/td>\n<td>Not required to hold an ICF credential.<\/td>\n<\/tr>\n<tr>\n<td>Observers of Coaching Sessions and Those Responsible for Providing Written Feedback<\/td>\n<td>Must hold ACC, PCC, or MCC credential.<\/td>\n<td>Must hold ACC, PCC, or MCC credential.<\/td>\n<td>Must hold MCC credential.<\/td>\n<\/tr>\n<tr>\n<td>Mentors<\/td>\n<td>Must hold ACC (renewed at least once), PCC, or MCC.\nMust also competently understand the ICF Core Competencies and Code of Ethics.<\/td>\n<td>Must hold PCC or MCC credential.\nMust also competently understand the ICF Core Competencies and Code of Ethics.<\/td>\n<td>Must hold MCC credential.\nMust also competently understand the ICF Core Competencies and Code of Ethics.<\/td>\n<\/tr>\n<tr>\n<td>Performance Evaluation Reviewers<\/td>\n<td>Must hold PCC or MCC credential.<br \/>\n<br \/>\nMust also\u00a0 competently understand the ICF Core Competencies, and Code of Ethics, and successfully complete the ICF PCC Marker Assessor Training or be trained by a coach who has successfully completed the training.\u00a0<\/td>\n<td>Must hold PCC or MCC credential.\nMust also\u00a0 competently understand the ICF Core Competencies, and Code of Ethics, and successfully complete the ICF PCC Marker Assessor Training or be trained by a coach who has successfully completed the training.\u00a0\u00a0<\/td>\n<td>Not applicable.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>*&#8221;ICF-related content&#8221; refers to content that is based on the ICF definition of coaching, ICF Core Competencies, and\/or ICF Code of Ethics.<\/p>\n<h2>\n\t\t\tStandard 6: Learning Experience and Support\t<\/h2>\n\t<p>In order for education programs to create and prepare great coaches, they must do more than teach skills and techniques. Organizations need to focus on the delivery methods, environment and resources, as those can significantly shape the participant&#8217;s learning experience.<\/p>\n<p>To create a powerful and engaging experience, an ICF-accredited provider should focus on the following aspects and outcomes.<\/p>\n\t<h3>Career Development<\/h3>\n<p>Providers must offer guidelines and insights into the factors that influence a thriving coaching practice, whether internal or external. Programs can provide materials and studies to support knowledge and skill building. Research projects with the potential to inform the future of coaching for their practice or the profession are also acceptable.<\/p>\n\t<h3>Participant Advising<\/h3>\n<p>Organizations will provide materials and referrals to specialized coaches, coaching programs, business resources, and services. Moreover, it is important to engage in discussions about the future of coaching and specializations to deepen the understanding that coaching education is only the beginning and that other knowledge and proficiencies will be needed to become a successful coach.<\/p>\n\t<h3>Learning Methods Used<\/h3>\n<p>Programs should create a blended learning experience for their students. This could include a mix of: instructor-led discussions, whiteboard, storytelling, interactive methods, peer-to-peer, case studies, practical or hands-on coaching, demonstrations, practicum, media and e-learning, video, webinars, and web-based and audio conferencing.<\/p>\n\t<h3>Open &amp; Free Learning Environments<\/h3>\n<p>Successful and supportive organizations will create inclusive and equitable environments for all participants. By including reasonable accommodations for disabilities and underrepresented identities, organizations maintain a safe and transparent learning space where facilitators demonstrate vulnerability and integrity.<\/p>\n\t<h3>Support for Alumni<\/h3>\n<p>The community built during the education and training program is critical in supporting the participant moving forward. While the organization is not required to lead alumni events and communities, facilitating discussions and encouraging community interaction should be included in education and training. Even if participants are moving into a solo role, the alumni support system is there to help.<\/p>\n<h2>\n\t\t\tStandard 7: Assessment, Evaluation, and Effectiveness\t<\/h2>\n\t<p>ICF Coaching Education&#8217;s leveled accreditations (Level 1, Level 2, and Level 3) are valid for three years and must be formally renewed at the end of each cycle. During this time, accredited providers are expected to uphold ICF&#8217;s rigorous standards of quality, communicate substantive changes in a timely manner, and engage in partnership with ICF to protect the integrity of accredited programs.<\/p>\n<p>ICF may also implement audits or other quality assurance measures during the accreditation cycle to help safeguard consistency, fairness, and trust in accredited coaching education worldwide.<\/p>\n<h2>\n\t\t\tNotice of Consent\t<\/h2>\n\t<p>Please note that detailed statements of agreement, compliance and limitation, duty to notify and payment agreements are included in the sample application and the online accreditation application. Applicants must consent to these agreements as part of the application process.<\/p>\n\n","protected":false},"excerpt":{"rendered":"<p>Benefits of ICF Accreditation Standards Every ICF-accredited provider must meet and uphold&hellip;<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":2664,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"ICF Accreditation Standards | Excellence in Coach Training","_seopress_titles_desc":"Learn about ICF\u2019s Accreditation Standards designed to ensure excellence in coaching programs worldwide and meet the highest professional criteria.","_seopress_robots_index":"","_searchwp_excluded":"","footnotes":""},"class_list":["post-2606","page","type-page","status-publish","hentry","not-partnership-post","hf_cat_page-for-coach-educators","no-featured-image"],"acf":[],"_links":{"self":[{"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/pages\/2606","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/comments?post=2606"}],"version-history":[{"count":3,"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/pages\/2606\/revisions"}],"predecessor-version":[{"id":24396,"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/pages\/2606\/revisions\/24396"}],"up":[{"embeddable":true,"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/pages\/2664"}],"wp:attachment":[{"href":"https:\/\/coachingfederation.org\/wp-json\/wp\/v2\/media?parent=2606"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}