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PEER COACHING INTRODUCTION

PEER COACHING INTRODUCTION. Lisa Bruno Tanza Shuy.

sebastian-hickman
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PEER COACHING INTRODUCTION

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  1. PEER COACHINGINTRODUCTION Lisa Bruno Tanza Shuy

  2. “It is time for our education workforce to engage in learning the way other professionals do – continually, collaboratively, and on the job—to address common problems and crucial challenges where they work.” --James Hunt*

  3. PEER COACHING Usually two teachers (though sometimes more), come together, share in conversation, and reflect on and refine their practice. --ASCD

  4. ASPECTS OF PEER COACHING • On the job, embedded training • Connected to andragogy, pedagogy, heutagogy, and content • Shaped by data • Intensive, ongoing, and long-term

  5. ASPECTS OF PEER COACHING • Connects peers with purpose; focuses on innovation • Collaborative and structured to offer educators chance to learn from peers

  6. PURPOSE To develop a core of school based coaches to model effective coaching and to assist in the creation of a peer coaching culture throughout the district

  7. “To create a high-performance team, we must replace typical management activities like supervising, checking, monitoring, and controlling with new behaviors like coaching and communicating.” --Dr. Ray Smith *

  8. DESIRED OUTCOMES • An awareness of the purpose of coaching in enhancing teaching excellence

  9. DIMENSIONS OF SUCCESS RESULTS PROCESS ** RELATIONSHIPS *

  10. ESSENTIAL QUESTION How does one know when he/she has been effectively coached? *

  11. COACHING/MENTORING vs. EVALUATING What is the difference between ‘Peer Coaching’ and ‘Evaluating’? *

  12. COACHING/MENTORING vs. EVALUATING • Developing rapport and building a supportive, trusting, collaborative relationship • Encouraging reflection • Working ‘in service’ TO/WITH the teacher • Providing data-based feedback FORMATIVE OBSERVATION

  13. COACHING/MENTORING vs. EVALUATING • Providing a judgment, a rating • Making a decision about the teacher SUMMATIVE ASSESSMENT

  14. DO NOT ENTERthe REALM of EVALUATING!!

  15. SUPERVISION CYCLES • Pre-observation Conference • Data Collection • Analysis/Strategy • Post-observation Conference • Post-conference Analysis

  16. PRE-CONFERENCE • Date and Time • Your Role • Objective • Learning Plan • Dimension/Element • Rubric (Analyzing Rubric Training) • Forms (optional) • Permission

  17. Discussion Notes Form (2 pgs)

  18. ANALYSIS/STRATEGY • Fill out feedback form, using language of rubric • Be specific • Plan for Post-observation Conference

  19. POST-OBSERVATION CONFERENCE • Using key principles and interaction guidelines, facilitate conversation • Agree on use of feedback forms

  20. Facilitative Questions

  21. COLLEGIALITY Shared power and authority vested equally among colleagues • Talk with one another about practice • Share craft knowledge • Observe one another engaged in practice • Root for one another --Barth, 2006

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