Peer coaching presentation


Published on

Published in: Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Introduction – hi I’m mharicar castillo-reyes but you call me Cai. I’m currently with Globe Telecom heading staffing and employee services. I graduated from the Philippine Normal Univ with a bachelors degree in Psychology. I’m also a licensed secondary teacher but have not practiced again in the academe set up. I’m very excited to be with you today to share more about peer coaching. I was tasked to share with you the art od questioning. I will discuss again some of the items you have previously covered and will discuss communiction
  • Again what is peer coaching. Great! But to simplify and summarize this
  • Peer coaching presentation

    1. 1. PEER COACHING “The Art of Questioning”Facilitated by: Mharicar Castillo-Reyes GLOBE TELECOM 03 August 2012
    2. 2. HOUSE RULESMobile phones (Turn off/silentmode)Questions/concerns – raise yourhands
    3. 3. How Coaching Works
    4. 4. Pre –observation meeting observationReflection post–observation feedback
    5. 5. Assess Implement (Observation)Determine preparation required by bothcoach and coachee. Model/team teach (Coachee and/or Coach) Apply/adjust (Coachee)Set Goals (Pre-Observation Conference) Observation and data collection (Coach)Coachee and Coach work collaborativelyto: Reflect/Debrief (Post-Observation Conference)Identify school goals.Determine classroom goals. Presentation and analysis of data (Coachee andIdentify activity/project. Coach)Determine required skills. Reflect on learning (Coachee) Plan future activities (Coachee and Coach)PrepareCoachee and/or Coach:Set model for learning activities.Plan activity/project.Share lessons/resources.Create/adapt materials.Review/learn ICT skills.
    6. 6. Practice Activity: An Introduction to Peer Coaching Using GROWGROW model is used for coaching. This will be your second opportunity to practicecoaching someone else using the Grow model.30Minutes Facilitator GuidePeer Coaching 5 minutesFacilitator Instructions: After you have walked everyone through the four stages of theGROW model, break the room up into pairs for a time to practice the new model. Here area few ground rules to share with everyone:1. Try to ask questions only...this is a model built on the ability to draw a person outthrough asking questions.2. No fixing! Try to resist the temptation to tell the other person what they should do oreven give advice. It’s a time to listen and draw the other person out.3. Quickly decide on an issue that you would like to be coached on that relates to theGroups Ablaze material. Once you have told your partner what you want to talk about, goright into the “Reality” section of the model.4. You have 10 minutes to coach. After I call “time,” I will ask the person to give you somebrief feedback about what you did well and if they have one “polishing” comment for you toconsider. After the feedback we will switch roles.
    7. 7. Practice Activity: An Introduction to Peer Coaching Using GROWDebriefApplication ActivityFacilitator Instructions: As a group review the Peer Coaching Questions for the Four Factorson the following page.Goal:What’s our Goal?What do you need to talk about today?What’s a good outcome of our time together?RealityWhat’s your reality?Tell me more about…What’s going on?What’s been challenging?How has that been challenging? Why? Why? Why?OptionsLet’s explore some options…What are some possible ways forward?What has worked before?WillWhat will you do?What can I hold you accountable for?What would you like me to ask you about next time?What are you going to act on from our time together today?
    8. 8. “RULES” FOR PEER COACHINGTHE STANCE1. We’re engaging in exploration, not criticism. We’re unraveling a mystery (teaching andlearning) together, not monitoring each other.2. An observed lesson is a shared resource; both teacher and coach should take something ofvalue away from any discussion of it.3. Look for, describe, and assess the practice and its results, not the person’scompetence.THE TALK1. Describe first, discuss details later. First describe what happened, using your data. Theteacher can take or leave that. Only then discuss what the results were, and only if the teacherinitiates the discussion.2. Talk specifically and concretely. (“You called on Will three times,” rather than “You tend tocall on boys a lot.”)3. Talk about things which can be changed and which are worth changing. (e.g., Ignorepersonal mannerisms, unless they are interfering with student learning.)4. Remember to comment on strengths. Important learning comes from building on ourstrengths as well as from addressing areas of weakness.5. Check to insure clear communication. Paraphrase a lot: “Are you saying that…?” “Letme see if I understand you…”6. Interact. The basic human interaction skills of attending, listening, responding, andacknowledging are important for both the coach and the teacher.
    9. 9. Characteristics of a Successful Peer CoachTeachers have identified the following success characteristics for Peer Coaches:•Ability to build trust with peers•Builds on a teacher’s needs•Open to learning about new and emerging technologies•Team player•Communicates well, listens to teachers•Knows what teachers are doing in their classrooms•Can show teachers how to build on what they are doing with different approaches and integration ofICT•Able to give teachers a menu of options and let them decide what might be useful for them•Always has a back-up (plan in case of ICT glitches)•Highly organised, plans well in advance•Strong work ethic•Understands that there will be a lot of extra work•Provides a safe risk-taking environment - is non-threatening, non-judgemental and accepting•Flexible•Has enough depth and breadth of knowledge to help teachers who are at various stages of ICTintegration, including knowledge of sound practices•Knowledge of how to organise/structure an ICT-rich learning environment•Recognised by staff as a strong or outstanding teacher
    10. 10. Teacher readiness to become a coacheeWhat coaches say are the success characteristics of teachers who usecoaching effectively. The teacher:•sees the need and purpose for this work•is able to see how valuable it is•recognises it is okay to make mistakes or ask ‘dumb’ questions•is open to learning and open to being supported to think more deeply abouttheir teaching practice•is committed to learning, and willing to try new things out•feels okay about taking risks and failing•maintains a flexible classroom approach, including willingness to changeteaching styles, curriculum and timetable•able to make use of peer coaching as a professional learning opportunity.
    11. 11. Benefits of Peer MentoringThe primary goal of the peer observation project is to rethink the way we do things and adapt tochanging times, students, and circumstances. The benefits of observing went both ways. Notonly did observed teachers get specific feedback but those doing the observing were exposed toan increased number of children of varying ages, learning styles, and academic, developmental,and emotional levels. All of us have benefited from seeing a variety of teaching methods and allhave enhanced our “bag of tricks,” so to speak.There have also been what one might call “hidden benefits.”After a few months of observing each other, we recognized that we tended to over-prepare forthe time we were observed. We wanted to impress each other and keep our “warts” hidden. Astrust built, this need to appear perfect dissipated and we became more comfortable with lettingdown our defenses. This led to an unexpected development: Team members found that whileteaching unobserved, they helped maintain their focus by pretending that someone was observingthem.Another interesting benefit was how our colleagues acted as a “reality check.” For example, oneteacher said she felt as if she were always yelling at her students. The observers reportedsomething very different. They saw a teacher who appeared to be patient and tolerant. Clearly,her own thoughts and frustration had shaded her view of her teaching. The team discussed thisfurther and helped the teacher to focus on the reasons for her frustrations.A third hidden benefit is that the children see their teachers practicing what they preach. Wemake it a point to be very open with the students about our observations and our team mentoring.In essence, we are modeling important lessons such as teamwork and learning throughobservation. These are the same skills we want our students to learn. Seeing their teachersstruggle to improve and work with their peers is a powerful example.
    12. 12. New ChallengesWe are now ending our second year of peer observation and mentoring. Our peerobservationwork has led us to look at many issues in a new light. How, for example, might we use ourexperience with peer mentoring to help effect reform throughout the school anddistrict? How do we help other teachers question their teaching practices and placelearning and self-reflection at the top of their priority list? Do we simply model whatwe believe the role of teachers should be or do we become assertive advocates ofchange?Peer mentoring has also raised broader social and political issues. Poverty, child abuse, andother societal problems constantly surface and relate to the stresses that our children face.We constantly grapple with what to do with these understandings. Do we simply concentrateon our own little classroom or do we work more aggressively with parents, healthpractitioners, and government officials to take a holistic view of the needs of children? Whatrole should we play in social change movements to improve the lives of our children out ofthe classroom?As we reinvent and grow as learners and teachers, we find it increasingly difficult to ignorethis most critical of questions. Are teachers passive observers of the world beyond ourschools, or should we work to improve the overall lives of the children we serve? And howbest do we doso?— Marc Osten and Eric Gidseg
    13. 13. Peer Coaching for Behavioral Change by Marshall Feedforward v=G9ElB4RILm0
    14. 14. Thr ee Ty pes of Conver s at i ons W e herCoachi ng Takes Pl aceA. The Planning Conversation – occurs before a colleague attempts a task. { Clarify Goals Specify Success Indicators and a plan for collecting evidence The content Anticipate approaches, strategies, decisions Establish personal learning and processes for self-assessment Reflect on the coaching processB. The Reflecting Conversation – occurs after a colleague completes a task { Summarize impressions and recall supporting information Analyze causal factors; compare, analyze, infer, and determine The content cause-effect relationships Construct new learning and applications Commit to applications Reflect on the coaching processC. The Problem Resolving Conversation – occurs when a colleague feels stuck { Honor the existing state: Express Empathy Frame the existing state: Reflect ContentThe content State the Goal Presuppose Readiness Locate and amplify existing resources Reflect on the coaching process
    15. 15. Devel opi ng t he Tool s f or PeerCoachi nga) Listening Set-Asides -Autobiographical/ Inquisitive/ Solutionb) Rapport – skills to address tension/anxiety, to help coachunderstand/pay attentionc) Pausing – wait time/ (1) after the coach asks a question, (2) afterthe coachee responds, (3) before the coach respondsd) Paraphrasing - a rewording of the thought or meaninge) Questioning – Inquiring (to broaden thinking) Probing (to focusthinking)
    16. 16. Devel opi ng t he Tool s f or PeerCoachi ng a) Set-Asides - Autobiographical/ Inquisitive/ Solution Autobiographical – it all started in a 5,000 watt radio station (Same problem in interviews – 3 things!/ 3 minutes). Dealing the coach! own experience or life history with one’s Inquisitive – curious about portions of the story that are not relevant to the issue at hand. Unduly or inappropriate questions. Solution – here is how I would solve it/ do it as I would do it and you will do it right!/ here is the way I think about it In peer coaching we are interested in what the coachee thinks Activity # T-1: Pair with another person; the conversation will be about what influenced the coachee to become a teacher; the coach will engage in conversation by employing all of the above set-asides. Rotate roles.
    17. 17. Devel opi ng t he Tool s f or PeerCoachi ng: b) Rapport/Trust - matching posture, gestures, or voice qualities Note: Trust is belief in and reliance on another person developed over time. Rapport is comfort with and confidence in someone during a specific interaction.Proportion of Meaning inferred from nonverbal and verbal components Nonverbal Nonverbal Verbal 65% Components Components Posture Pitch Verbal Gesture Volume 35% Proximity Pace Facial Expression WordsActivity # T-2: Pair with another person; the conversation will be about the mostdifficult parent with whom the coachee had to deal; the coach will match the posture,gestures, and voice qualities of the coachee. Rotate roles.
    18. 18. Devel opi ng t he Tool s f or Coachi ng: c) Pausing Note: There are three key times to pause: (1) after the coach asks a question, (2) after the coachee responds, (3) before the coach responds/paraphrases Activity # T-3: Work in a trio (coach, coachee, coach’s coach); the conversation will be about the development of course exams; the coach will ask a question and the coachee will respond; the coach will count (silently) to 5: (1000 -1, 1000 -2, …, 1000-5) at each of the times listed in the note, above. [The coach will also employ set-asides and will match posture, gesture, and voice qualities.] [The coach’s coach will observe and provide feedback to the coach.] Rotate roles.
    19. 19. Devel opi ng t he Tool s f orCoachi ng: d) ParaphrasingNote: begin paraphrasing with “So, you” and then repeat the content of what the coachee said.Activity # T-4: Work in a pair. Repeat the conversation about end of course examsThe coach will paraphrase every statement made by the coachee.e.g. So, you believe we are spending too much time testing. So, you are having a difficult time constructing end of course exams So, you feel your end of course exams need considerable work So, you believe working on end of course exams will improve the the other assessments you do throughout the school yearRotate Roles on cue.
    20. 20. Paraphrasing is an important skill in Pacing Pacing Honors what is and makes visible what is possible Existing & Desired State
    21. 21. Devel opi ng t he Tool s f or Coachi ng: d) Paraphrasing - continuedNote: There are two arenas in which you are paraphrasing (1) emotion and (2) content There are Three Levels of Paraphrasing: Acknowledging Summarizing Shifting And Clarifying And Organizing Conceptual FocusYou’re thinking about … So, there are three issues … So, a strong belief youSo, you’re wondering if … So, you’re ready to move on … hold is …You’re hoping that … First you’re going to … then So, an assumption you you will … are operatingYou’re frustrated because … from is …You’re concerned about … On the one hand … and on the So, a goal for you is … other hand …reflecting Goals, values, beliefs mediating Assumptions, concepts, …Activity # T-5: In a pair repeat the conversation about end of course exams; the coachwill paraphrase, moving to mediation, and using pauses. Do not forget rapport!Rotate roles.
    22. 22. Devel opi ng t he Tool s f or Coachi ng:Ques t i oni ng e) Questioning Inquire (to broaden thinking) Probe (to clarify or focus thinking)
    23. 23. Devel opi ng t he Tool s f or Coachi ng: e) Questioning – Inquiring: Characteristics of Mediational Questions • Use an approachable voice • Use plural forms – What are reasons for …? What strategies are you…? • Use exploratory/tentative language - What might be your thoughts about …? What are some of the possibilities …? What are your hunches about…? • Use positive presuppositions - What might be some of the goals you have in mind …? What might be your indicators that you are successful …? As you consider alternative strategies, what seems most promising …?
    24. 24. Devel opi ng t he Tool s f or Coachi ng: e) Questioning – Inquiring: To broaden thinking External content is what is going on in the environment outside the the person being coached while the internal content is what is going on inside the mind of the person being coached. Questions that most effectively mediate thinking link internal content with external content.e.g. How does your lesson fit into the major goals for this course? Which key standards are addressed by your assessment? Which standards will need to be assessed another way? How will data from your assessment help students to meet the standards?
    25. 25. Devel opi ng t he Tool s f or Coachi ng: e) Questioning – Probing - To focus thinkingSkillful coaches look for the following speech patterns as places that require clarification:• Generalizations (universal quantifiers) – all, everyone, never, always [Repeat & Pause]• Rule Words (modal operators) – should, must, necessary, have to, ought [What if?]• Vague Verbs (unspecified) – think, understand, learn, feel, make [How specifically?]• Vague Nouns/Pronouns (unspecified) – students, women, administrators, people,parents [Which …?]• Comparisons (incomplete comparators) – better, larger, more, less useful [Than what?] e.g. Has there ever been a time …? What would happen if you did not …? Think, specifically how? Which students specifically? Better than what?
    26. 26. Pr act i ci ng t he Tool s f or Coachi ng: e) Questioning – Probing - To clarify thinkinge.g. Help me to understand what you mean by … What will students be doing if they are thinking … What will students be doing if they are appreciating …
    27. 27. Coachi ng W t h Pr obl e m Res ol vi ng iConver s at i ons The Problem Resolving Conversation Honor the existing state: Express Empathy (Pacing) Frame the existing state: Reflect Content (Pacing) State the Goal (Pacing) Presuppose Readiness Locate and amplify existing resources (Leading) Reflect on the coaching process
    28. 28. Problem-Resolving Conversation Map Existing Resources Desired State State Note: Note: Note: The coach must The coach must The coach must honor the existing help the coachee help the coachee state to tap into to frame the personal desired state resourcesNote: Problem-resolving is different than problem solving! Set asides include: closure, comfort, and comprehension
    29. 29. Pacing and Leading in the Problem-Resolving Conversation Use Use Pacing Paraphrasing Leading Questioning Honors what is Locates andand makes visible amplifies what is possible Resources Existing & Resources Desired State (States of Mind)
    30. 30. Pacing in the Problem-Resolving Conversation Elements of Pacing Honor Existing Frame Desired State Via StateEmpathy You’re frustratedContent because they aren’t really tryingGoal What you want is to be effective in motivating themPathway And you’re looking for a way to make that happen
    31. 31. THANK YOU