This document discusses peer coaching and collegial development groups. It defines peer coaching as a process where teachers observe each other's classrooms to provide constructive feedback to improve teaching skills. Collegial development groups allow teachers to be the richest source of knowledge about teaching by examining student work and teacher practice. There are two types of collegial development groups: study groups which explore new ideas and practices, and critical friends groups which focus on examining student work and teacher thinking through facilitated discussions. The document emphasizes that effective professional development capitalizes on teacher strengths through long-term collaboration and support between colleagues.

1. Peer Coaching & Collegial
Development Group

2. What is this CONCEPT ???
 Teaching is not something one learns to
do, once and for all, and then practices,
problem-free, for a lifetime ... Teaching
depends on growth and development,
and it is practiced in dynamic situations
that are never twice the same. Wonderful
teachers, young and old, will tell of
fascinating insights, new understandings,
unique encounters with youngsters, the
intellectual puzzle and the ethical
dilemmas that provide a daily challenge.

3. Peer Coaching
 In general, peer coaching is a term
used to describe a process in which
two or more colleagues work together
to improve their teaching/learning skills
by observing targeted behaviors of
their partners in the classroom and
providing constructive feedback.

4. How Peer-Coaching can be
done?
 Peer coaching can be done in a
variety of ways and some develop
their own method. The important thing
is to use a described, structured, well
defined process, so that expectations
and roles are clear. An important
feature of coaching is that it gets
better with practice. Especially
practice active listening and
questioning skills to not bring your
own experience in focus is important if

5. What Collegial Development
is ??
 ‘’Teachers can be the richest and
most useful source of knowledge
about teaching; those who hope to
understand teaching must turn at
some point to teachers themselves’
(By: William Ayers: Schubert & Ayers,
1992, p. v).
 COLLEGIALITY: „ It is the relationship
between colleages“.

6. Collegial Development Groups
 Professional development has been
unable to make a significant impact on
school change.
 Effective professional development
capitalizes on teacher knowledge and
strengths rather than focuses on their
shortcomings.
 Effective professional development is
long-term and sustainable. Typical
professional development has focused

7. Types of Collegial Development
Groups
 There are Two types of Collegial
Development Groups
1. Study groups
2. Critical friends groups (CFG)

8. Study groups
Study groups defined:
"...are designed by participants to
explore and study ideas, innovations,
theories, and practices that currently are
not widely used in the district or in
Target Area.”

9. Critical friends groups (CFG)
CFGs defined:
“…. are also composed of a small
number of voluntary participants. They
control their own agenda and topics of
discussion. The distinction lies in the
topics. CFGs focus is teacher practice
through the examination of student
work. Teachers also can examine their
thinking and practice.”

10. Peer Coaching & Collegial
Supervision

11. Facilitating Collegial
Development Groups as a
Teacher Supervision Process
 Logistics deal with the when, where,
who, and how. An administrator must
be cautious with and cognizant of
his/her role in CDGs. S/he must be an
equal participant.
 Annual reports are an important
data source to analyze impact and
effectiveness.

12. Advantages
o Greater sense of community
o Collaboration
o Support for one another
o Creativity
o Motivation
o Risk-taking
o Confidence
o Increased self efficacy

13. Any Question
Please....!!!
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