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Peer Coaching

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  • Transcript

    • 1. Peer Coaching David Williams Ron Acheson
    • 2.
      • What are some characteristics of effective instruction?
      • How do you know if a teacher is being effective?
      • How do you collect data on teacher effectiveness?
      • How do you improve curriculum?
    • 3. Need
      • Historically, PD done in in-service training that was one-size fit all
      • No follow up
      • Limited value/disconnect
      • Costly
    • 4. What is Peer Coaching?
      • Peer coaching is a strategy where one or more teachers form a partnership with one another for the purpose of observing , recording , and providing feedback of teaching behaviors (Hasbrouck & Christen, 1997).
    • 5. 3 characteristics
      • 1. Not used for evaluation
      • 2. Includes observation followed by feedback
      • 3. Focus is on improving instructional techniques
    • 6. What it looks like 2 basic forms
      • 1.Teachers as experts
      • 2. Reciprocal teaching
      • Based on how the coaching is done and by whom is doing the coaching
    • 7. Design and implementation
      • Begins with an open and trusting relationship between teaching pairs
      • Pre-conference
      • Identify clear, concise, measurable targeted behaviors
      • Data collection
      • Post-conference
    • 8. Advantages
      • Collaboration
      • Improves climate
      • Professional dialoguing
      • Cost effective
      • Focus is on instructional improvement
      • Fine tune existing skills
    • 9. Roles of Peer Teaching 1. Principle
      • Introduce and research
      • Delegate
      • Provide Professional
      • Development Time
      • Collaborate
      • Support and Monitor
    • 10. Roles cont. 2. Veteran Teachers
      • Brain Stormers
      • Leaders and Initiators
      • Trouble Shooters
      • Participants
      • Collaborators
    • 11. Roles cont. 3. Teachers
      • Receptive and participatory
      • Flexibility
      • Supportive and Sharing
      • Collectors of data
      • Implementers
    • 12. Trouble Shooting 1. Trust
      • Pick their own coaches
      • Honesty and reliability
      • Put the focus on the students
      • Possible development
      Shiloh High School in Georgia found, “Teachers who worked together experienced increased trust, particularly since learning situations involved choice on their part (Arnau et al, 2004 p.36).”
    • 13. Trouble Shooting cont. 2. Do not make it an evaluation .
      • Peer coaching is a learning tool!
      • Initiates conformability and the use of
      • new techniques.
      • Reduces fear of failure
      • Minimize immediate verbal feedback
    • 14. Trouble Shooting cont. Make the educator teaching the lesson the “ coach”
      • Reduces stress
      • The observer becomes the learner
      • Creates excitement over teaching a lesson
      • Decreases the possibility of becoming a
      • supervisory program
      • Creates a learning community
    • 15. Peer Coaching Results
    • 16. Work Cited Ackland, R. (1991).A review of the peer coaching literature. Journal of Staff Development. 12, 22-26. Arnau, L., Kahrs, J., &Kruskamp, B. (2004). Peer coaching: Veteran high school teachers take the lead on learning. NASSP Bulletin, 88(639), 26-41. Hasbrouck, J. E., & Christen, M. H. (1997). Providing peer coaching in inclusive classrooms: A tool for consulting teachers. Intervention in School and Clinic, 32(3), 172-177. Robbins, P. (1991). How to plan and implement a peer coaching program. Alexandria,VA: Association for Supervision and Curriculum. Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16. Skinner, M.E, & Welch, F.C. (1996). Peer coaching for better teaching. College Teaching. 44, 153-156.
    • 17. Work Cited cont. Slater, C. L., & Simmons, D. L. (2001). The design and implementation of a peer coaching program. American Secondary Education, 29 (3), 67-76