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Emergent Literacy Coaching Your Library Part II: Peer Coaching for Professional Growth

So, what is peer coaching?. Peer coaching is a mutual relationship in which two or more people agree to help each other apply new skills. Applying Peer Coaching to Emergent Literacy. Emergent literacy: a statewide focus in MD libraries since the year 1998 and the It's Never Too Early campaign Peer coaching was a logical next step? CCPL 2006-2007 Pilot.

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Emergent Literacy Coaching Your Library Part II: Peer Coaching for Professional Growth

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    1. Emergent Literacy Coaching @ Your Library Part II: Peer Coaching for Professional Growth

    2. So, what is peer coaching? Peer coaching is a mutual relationship in which two or more people agree to help each other apply new skills

    3. Applying Peer Coaching to Emergent Literacy Emergent literacy: a statewide focus in MD libraries since the year 1998 and the It’s Never Too Early campaign Peer coaching was a logical next step… CCPL 2006-2007 Pilot

    4. What would I do as a peer coach? Overview from a coach’s perspective… Observe one another’s storytimes Engage in self-reflection about your own storytime performance (prior to conferencing with your peer) Meet to share feedback & reflect with your peer Discuss/review materials for storytimes Learning from one another and supporting one another’s professional growth is the ultimate goal!

    5. Why Peer Coaching? Provides job-embedded professional development in a non-threatening, supportive atmosphere Increases comfort level with performance responsibilities Fosters ownership of best practices

    6. Video Clip - Gail Griffith, CCPL

    7. Research on Literacy Coaching Joyce and Showers model of professional development (Dole, 2004) - five types of support: Theory Demonstration Practice Feedback In-depth coaching

    8. Theory Support Learning the rationale / underlying reasoning behind particular storytime strategies or techniques Why am I doing these activities?

    9. Demonstration Support Opportunities to directly see the activities through modeling or videotaping What do these activities look like in storytime?

    10. Practice Support Opportunities in the workplace to practice the newly acquired skills in front of a peer coach When I try these activities, what happens?

    11. Feedback Support Assistance and support about practice performance from peers What worked well in these activities? What could I have done differently?

    12. In-Depth Coaching Collaboration with peers on newly learned activities and strategies practiced in storytimes to solve any problems that arise during implementation What do I do next? Where do I go from here?

    13. The Emergent Literacy Peer Coaching Wiki http://wiki.carr.org/traction

    14. Effective Coaches… are willing to be reflective about their own practices in order to encourage reflection in their peers have a sense of humor and accept that things will go wrong with even the best laid plans

    15. Effective Coaches… are able to articulate and share what they observed in a positive, constructive manner in order to nudge (as opposed to push) their peers along to more advanced stages of performance Support and nudge

    16. Effective Coaches… • are respectful and appreciative of the effort it takes to perform well in a variety of situations adopt a supportive and reflective stance, as opposed to an evaluative one • maintain trust and confidentiality (the “Las Vegas” pledge)

    17. Effective Coaches… share and discuss professional literature to stay informed in their field and to decide how to apply the information to their various job performance duties Learning Communities

    18. Effective Coaches… conference and observe one another in a variety of performance activities Practice and feedback in a friendly, supportive atmosphere

    19. Effective Coaches… reflect individually and collaboratively on performance and growth Journaling & peer conferencing

    20. Making it Work: The Role of a “Lead Coach” Possible activities: provide an overview of Emergent Literacy Peer Coaching for staff (can use wiki resources, including today’s Power Points and the Early Literacy Needs Assessment) • facilitate scheduling for observations/reflection conferences participate in the observation reflection process with another lead coach, if possible/appropriate have periodic meetings with the peer coaches to discuss how the process is going participate in a professional book study

    21. How CCPL Incorporated Lead Coaches into the Peer Coaching Pilot Study

    22. Video clips - CCPL Pilot, Lead & Peer Coaches

    23. Sharing: Coaching Experiences Questions

    24. C.E.U. Credit for Coaching Activities CCPL obtained credit hours for staff for peer observations, journaling and conferencing, as well as reviewing materials for storytime For more information on how to accomplish this, please contact Dorothy Stoltz: dstoltz@carr.org

    25. Tips for Wiki Access Wiki address: http://wiki.carr.org/traction Click on Emergent Literacy under Projects on left hand side of page. Explore wiki by clicking on the various Sections on left hand side of page. If you would like to comment on any of the content, click on Comments and follow the instructions on this page.

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