Peer CoachingPeer CoachingAngela Higgins
January 2008
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Today’s presentation…
DefinitionWhat is it?
◦Informal◦Formal
BenefitsFocus
DefinitionDefinition
“Peer coaching is a confidential process through which two or more professional colleagues work together to ◦ reflect on current practices; ◦ expand, refine and build new skills; ◦ share ideas; ◦ teach one another; ◦ conduct classroom research; ◦ or solve problems in the workplace.” (Robbins,
1991)
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Peer Coaching is...Peer Coaching is...
ConfidentialNon-evaluativeFlexibleVoluntary (but encouraged)Based on trustFocused on observable behaviours
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Why is it used?Why is it used?
Peer Coaching allows…Teachers to engage in structured discussion
about their own practiceTeachers develop instructional skills in a non-
threatening, non-evaluative atmosphere, and learn new ideas and approaches from their colleagues
Casual conversations about teaching move to a new level
Teachers reflect, innovate and experimentIncreased confidence in teaching
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What it’s not…
About advising the teacher how they should teach
Peer coaching activities (1)Peer coaching activities (1)
Informal Peer CoachingCurriculum Mapping/developmentProblem solvingStudy groupsBook clubsConversations about student workVideo analysisStorytelling about teaching practicesLesson studyInterdisciplinary unit planningAnalysing student data and developing learning
experiences
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Peer coaching activities (2)Peer coaching activities (2)
Formal Peer CoachingCo-teachingCo-planningCoach as mentorCoach as mirrorCoach as action researcherCoach as ‘expert’Coach conducts a pre-conference;
observation and post-conference
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Areas to focus onAreas to focus on
Quality of student workEssential elements of teaching
◦Lesson design◦Motivation◦Active participation◦Bloom’s taxonomy
Differentiated levels of instructionAt task behaviourInteraction analysis
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Areas to focus on (cont’d)Areas to focus on (cont’d)
Verbal flowClass trafficTeaching Strategies and MethodologiesClassroom behaviour/specific problem
behaviourContent specific skills
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Areas to focus on (cont’d):Areas to focus on (cont’d):
Presentation skillsFlexibilityUse of active learning opportunitiesOrganisation/time managementContentTeaching to diversity
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Benefits of Peer CoachingBenefits of Peer Coaching
Better understanding of teachingImproved self-analysis and reflection skillsImproved sense of professional skillRenewal and recognitionIncreased sense of efficacyIncreased collaboration/collegialityImproved teaching performanceIncreased student growth and
development
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BenefitsBenefits
Gain feedback from colleagues on self-identified issues in their own teaching
Assist colleagues in enhancing their teaching and training experiences through observation and discussion
Learn new teaching and training methods and strategies
Encourages experimentationAllows analysis of transactions between
teacher and students
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GuidelinesGuidelines
The person being observed has the opportunity to determine which teaching practice will be observed
The coaching procedures are negotiated in detail so that partners trust their agreements
The feedback given is base don specific, objective data
The practices and consequences of coaching are examined as thoughtfully as the practices and consequences of teaching
Adapted from Judith Warren Little and Tom Bird
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Guidelines
Advisable for participants to plan the teaching episode
Identify areas for observation in advanceDesign observation checklistThe process is about finding ways to help the
learner learn more effectivelyThe observer provides the teacher with
information about the students’ responsesCommunication of analysis to be conducted in a
neutral tone and manner.‘Dispassionate’ is the catchword!Negotiate with learners to bring another
individual into the room.
Recommendations for implementation
RecommendationsTraining and preparation essentialTeachers pair up with a partner (or two –
triad)Initial meeting – details agreedObservationsFollow-up session
Recommendations for implementation
Teachers help one another to evaluate their own teaching
Observe partners more than oncePair with someone from another subject
areaObserve different types of classes
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How is Peer Coaching recorded? - How is Peer Coaching recorded? - optionsoptions
Specific form or checklistScript tapeAudio recording/digital audioVideo
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Logistical considerationsLogistical considerations
How will teachers be trained in the techniques of coaching?
Identification of good practice in coachingHow often will coaching workshops be
conducted? Will they be held outside of delivery time or during the summer?
What will motivate teachers to participate?What kinds of tensions and difficulties may
emerge as the peer coaching programme is initiated?
Who will schedule the coaching sessions and who will cover teachers while they are coaching?
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Logistical considerations Logistical considerations cont’dcont’d
Is there administrative support?How can the programme be designed with
‘built-in flexibility so that it can meet the needs of various teachers within the same school?
What will be the time span of the programme?
How will the programme be maintained and evaluated?
Adapted form Robert Ackland: Journal of Staff Development, 1990
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Setting up a programmeSetting up a programme
Set up a planning group – assess for support in school
Assess school environment – factors for and against
Provide information: rationale; what peer coaching is and isn’t; various forms of coaching
Solicit input on what the participants want the programme to be like
Analyse support and resources available Examine demands on teachers’ time and
energy – what is the best time of the school year?
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Setting up a programmeSetting up a programme
Develop plan and provide training for those who volunteer to participate
Develop a plan for making time available for planning, conferencing and classroom observations
Develop plan for and provide follow-up Develop a plan for bringing new teachers
into programme GO SLOWLY – SUCCESSFUL PROGRAMMES
ARE BUILT OVER A PERIOD OF YEARS
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Strategies for finding time for Strategies for finding time for Peer CoachingPeer Coaching
Manager/Principal takes over classes. Roving substitutes to free up teachersTeachers form triadsSpecial events put on to release teachersTeam teachingPreparation periods used for observationsConferencing before or after school agreedStudent teachers/classroom assistants take
over classes
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Criteria for effective Criteria for effective implementationimplementation
Participants receive training in coaching skillsThe climate in centre/organisation is supportive
of innovation and changeThere is commitment to the coaching process
in terms of time, money, and symbolic supportParticipants share a common language about
curriculum and/or teaching practicesParticipants select the partner(s) with whom
they will work
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ConsiderationsConsiderations
What approach should be taken for small centres?
Structure;Workshops to train individualsContractIntervals between workshops
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http://www.ericdigests.org/pre-927/schools.htm
http://books.google.com/books?id=V4JZvzwC96YC&pg=PA261&lpg=PA261&dq=judith+warren+little+and+tom+bird&source=web&ots=NceYr7mrq-&sig=oQ45dkm6D2_U1VH-pDVJGlxwuRU
http://webserver3.ascd.org/ossd/peercoaching.html
http://www.trngedu.com/peercoch.html
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