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Run to the Roar Peer Partnering with your Thinking Partners

Run to the Roar Peer Partnering with your Thinking Partners. The Definition.

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Run to the Roar Peer Partnering with your Thinking Partners

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  1. Run to the RoarPeer Partneringwith yourThinking Partners

  2. The Definition “Peer partnering is a confidential process through which two or more professional colleagues work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace.” How to Plan and Implement a Peer Coaching Program by Pam Robbins

  3. Our Purpose To create small content teams of teachers (2 or 3 teachers) within our PLC to support, collaborate, observe, reflect on practice, refine lessons, share ideas, and aid each other in planning and implementing strategic lessons in your classroom. Our Focus To engage and empower students in their own learning by planning and implementing strategic lessons in every classroom.

  4. Peer Partnering Is and Is not Is Observation based and specific Based on Professional Dialog Congenial Supportive Confidential Changed to meet the needs of the inviting teacher Is not General Based on Social Dialog Competitive Evaluative Public The same for everyone

  5. Peer Partnering with your Thinking Partners Designate a group facilitator. Read each chuck and code the text (use provided coding key, only the key is necessary) when directed to do so. Discuss that chunk within your group. Be prepared to share your thoughts whole group. • The Pre-Conference • The Observation • The Post Conference Excerpt from How to Plan and Implement a Peer Coaching Program by Pam Robbins

  6. The Tool for the Observed Teacher • Praise: What went well? Be specific as you identify aspects of the teaching-learning process that you believe were effective. What evidence led you to these conclusions? How do these behaviors relate to strategic teaching? • Question: Questions you have—aspects of the class or lesson you’re wondering about for which a 3rd-party observer might have insights. • Polish: How can you build on identified strengths? In which areas would you like to change or improve? What ideas do you have for learning and developing in the identified areas?

  7. The Tool for the Observer • Praise: What went well? Be specific as you identify aspects of the teaching-learning process that you believe were effective. What evidence led you to these conclusions? What specific, authentic praise can you offer the observed teacher in relation to strategic teaching? • Question: What questions do you have about the lesson or the students in the class that you observed? What are you curious about? What needs clarification? • Polish: Suggestions and ideas for consideration. How can the observed teacher build on identified strengths? In which areas might the observed teacher wish to focus learning and improvement? (Ideally, these suggestions will be framed as questions; for example, “What might happen if . .? How do you think your students would react to . . .?, etc.)

  8. Peer Partnering with your Thinking Partner • The Pre-Conference • The Observation • The Post Conference These will need to be completed using the PQP form for the observation for each group member by our next PD session on February 8th. You will share your experience with your content triads (or duos) at that session within your content area after school.

  9. Language Arts/ English Thinking Partners • Hadden, Breeding, J. Smith • Horton, Lett, McCants • Collier, Dahlke, Elrod • Durough, Karr, Shamwell • Miller, Bush

  10. Mathematics Thinking Partners • Anderson, Brewer, King • Mack, Maxwell, Wade • Oliver, Griffin, Grayson • Windham, Spratley, West

  11. Science and Social Studies Thinking Partners • S. Smith, Caudle, Moody • Chastain, Williams, Stratton • Key, Perkins, Dennis • Jones, Stewart, Medlen

  12. Electives and Collaborative Thinking Partners • Wilbanks, Spiegel, McKinnon • Wood, Rutledge, Nash • Willis, Jefferson • D. Wilson, Tankesley • Baragona, Ball • Lee, Vonk

  13. Eleven Benefits for Peer Partnering with your Thinking Partners • An improved sense of professional skill (related to Strategic Teaching) • An enhanced ability to analyze your own lessons • A better understanding of teaching and learning (Focus on Learning) • A wider repertoire of instructional strategies (Before, During and After) • An increased sense of efficacy (I can do this!) • Stronger professional ties with colleagues • Improved teaching performance • Enhanced student progress • A better articulated curriculum • A more cohesive school culture (PLC) • A positive school climate How to Plan and Implement a Peer Coaching Program by Pam Robbins

  14. Parking Lot Postings Reflect on the Partnering from today: • Questions • Concerns • Comments This is the exit slip for today.

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