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Implementing Peer Coaching in PLTs

Implementing Peer Coaching in PLTs. Teacher Leadership for High Student Growth. Sara Overby WCPSS Coordinating Teacher for Secondary Literacy, soverby@wcpss.net. http://image1.masterfile.com/em_t/02/79/50/846-02795091t.jpg.

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Implementing Peer Coaching in PLTs

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  1. Implementing Peer Coaching in PLTs • Teacher Leadership for High Student Growth Sara Overby WCPSS Coordinating Teacher for Secondary Literacy, soverby@wcpss.net

  2. http://image1.masterfile.com/em_t/02/79/50/846-02795091t.jpg http://www.mccombs.utexas.edu/~/media/Images/MSB/BBA/alc/Untitled-9.jpg?h=300&w=980 http://www.everyculture.com/multi/images/gema_01_img0007.jpg http://relentlessteaching.files.wordpress.com/2011/01/3839519283_0161d9b9b9.jpg http://www.kshs.org/kansapedia/graphics/one_room_school_house.jpg http://www.news.gatech.edu/hg/image/230801/original http://img.bhs4.com/8b/7/8b7cc5a78d375503aa2b8c05d3409d29a914c2d7_large.jpg

  3. Learn to be flexible! Teachers who have not prepared themselves to be in a constant state of flux need to reevaluate their choice of profession. A teacher who is inflexible will not survive very long without burning out. Melissa Kelly, Learn to be flexible, 2013

  4. Change Our Thinking Teachers need accessible opportunities andmodels Jean M. Becker “Peer Coaching for Improvement of Teaching and Learning” http://teachersnetwork.org/tnli/research/growth/becker.htm Improve Professional Practice for collaboration, sharing of ideas, feedback and assistance with their practice Improve Student Learning

  5. What Kind of Professional Learning Makes a Difference in Student Learning? What percent… 5% of learners will transfer a new skill into their practice as a result of getting information about new research?10% will transfer a new skill into their practice after information about research AND with a demonstration at a workshop?20% will transfer a new skill into their practice after information, demonstration AND with practice during a workshop?25% will transfer a new skill into their practice with information, a demonstration, workshop practice AND feedback from workshop presenter?90% will transfer a new skill into their practice with information, demonstration, practice and feedback within the training, and coaching from peers at their school? Dr. Bruce Joyce, "Staff Development Awareness Conference," Columbia, SC, January 1987.

  6. What is Peer Coaching? • a confidential process • two or more professional colleagues • work together • reflect on current practices • expand, refine, and build new skills • share ideas and provide feedback • teach one another • conduct classroom research • or solve problems in the workplace What would you want your peer coaching to look like, act like, sound like, feel like in your PLT? As a Teacher? As a Coach? Pam Robbins, A Definition of Peer Coaching, http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.aspx

  7. Key Features Lots of different labels… but ALL Peer Coaching focuses on • Collaborative development • Refinement • Sharing • Craft of teaching Peer Coaching has nothing to do with • Evaluation • Remediation to “fix” teachers • “a dress rehearsal before the final performance.” • “a time when you can take risks and try out new ideas, instructional strategies, or different approaches to the curriculum and discuss the results with a trusted colleague.” Pam Robbins, A Definition of Peer Coaching, http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.aspx

  8. Coaching Cycle

  9. Coaching Cycle Inviting Teacher Coaching Teacher Goal of teaching practice Current reality Future Greatness How Coach can contribute What Coach is not being asked to contribute Observation/Data Tool

  10. WCPSS Observation Tool • What is worthy of Coaching? • Inviting Teacher • Coaching Teacher • Goal of teaching practice • Current reality • Future Greatness • How Coach can contribute • What Coach is not being asked to contribute • Observation/Data Tool

  11. Coaching Cycle Coaching Teacher Clarifies the key issues Synthesizes the concerns Simplifies the issue Provides research Explains best practice Models practice Inviting Teacher Agrees on observation/data tool Uses tool when observing Coach Both Explore Data Discuss Implications

  12. WCPSS Observation Tool How can I get students to talk more with each other and not to me?

  13. What Data Tool? Have a conversation with your Coaching partner. Decide on (or create!) a good tool.

  14. Model and observe Pinwheel Discussions https://www.teachingchannel.org/videos/high-school-literature-lesson-plan

  15. Explore Data, Implications Coaching Conversation Inviting Teacher: what I saw Coaching Teacher: Active listening Coaching Teacher second: what the data says Inviting Teacher: Asks clarifying questions Coach: I-statements Questions before answers Reflections and self-analysis before suggestions Avoid Fix Its

  16. Coaching Cycle Inviting Teacher Implements in classroom Allows observer/data Videotapes self Considers evidence Coaching Teacher Observes Helps unpack data Uses Active Listening Responds to concerns

  17. Model and observe Strategies for Student Centered Discussion https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

  18. Explore Data, Implications Coaching Conversation Inviting Teacher: what I saw Coaching Teacher: Active listening Coaching Teacher second: what the data says Inviting Teacher: Asks clarifying questions Coach: I-statements Questions before answers Reflections and self-analysis before suggestions Avoid Fix Its

  19. Coaching Cycle Options: Next Gear? Or Different Road? Do I want to try again? Do I want more information/ tools? Do I want to observe Coach’s modeling again? Do I want to work on something else and come back to this?

  20. Research shows… Peer Coaching has these payoffs • Increase of student learning • Facilitate trust-building among colleagues • Use as a problem-solving vehicle • Create a forum for addressing instructional problems • Increase discussion of professional research and professional practice • Encourage reflective practice and shared goals • Reduce isolation among teachers • Support and assist new and beginning teachers in their practice From Jean M. Becker “Peer Coaching for Improvement of Teaching and Learning” http://teachersnetwork.org/tnli/research/growth/becker.htm

  21. All in? or just a few? One-coach, one-teacher? Or “instructional rounds”? Observations? Or videos? Structure? YOUR PLT’s Implementation Plan

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