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Ralston High School January 21, 2013

Peer Coaching Overview. Picture taken from: http://peer- ed.com/train.html. Ralston High School January 21, 2013. Facilitated by: Debbie Schraeder, ESU#3. In this TEDx talk , Foltos emphasizes that educators need to work together to improve their student outcomes.

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Ralston High School January 21, 2013

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  1. Peer Coaching Overview Picture taken from: http://peer-ed.com/train.html Ralston High School January 21, 2013 Facilitated by: Debbie Schraeder, ESU#3

  2. In this TEDx talk, Foltos emphasizes that educators need to work together to improve their student outcomes. Teachers are willing to take risks to try innovative practices when they have someone they trust down the hall when needed. • Discuss: • Points I Support • Points I Don’t Support • Points that Raise Questions

  3. Agenda • Peer Coaching: What is It? • Peer Coaching: Research Review • Peer Coaching: Why do it?

  4. Graphic Organizer

  5. Taking it to the next level… • Beyond mentoring • Peer/peer • Application • Collaboration

  6. Peer Coaching (aka analysis, enrichment, and collaboration) is a confidential, structured process by which teachers collaborate with a focus of improving and enriching specific teaching strategies. The ultimate goal of such interactions is increased student learning.

  7. Peer Coaching… using the most valuable resource we have- each other!

  8. Research on Skill Transfer Theory ___% Demonstration ___% Practice in the training With Feedback ___% In-Situation Coaching ___% Bruce Joyce & Beverly Showers, 2002

  9. Transfer of Learning by Types of Training Training Provided Skill Development Skill Application Theory/Knowledge 5% 0-5% Theory/Modeling 50% 5% Theory/Modeling/ Practice/Feedback 90% 5% Theory/Modeling/ Practice/Feedback/ Coaching 90% 75 to 90% Source: The Coaching of Teaching by Bruce Joyce & Beverly Showers, 1993

  10. Research on Skill Transfer Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support Journal of Staff Development, Spring 2009

  11. Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support Research Review Jigsaw Select and read a colored card. On your graphic organizer write down information pertinent to your Peer Coaching experience. Share information and insights at your table. Journal of Staff Development, Winter 2009

  12. Why Peer Coaching? • When comparing teachers who had worked with coaches with those who had not, Showers and Joyce found that teachers who worked with coaches: • Practiced new strategies more often and with greater skill than teachers who were not coached. • Retained and increased their new skills over time; teachers who were not coached did not. • Demonstrated a clearer understanding of the purposes and uses of the new strategies than teachers who were not coached. Joyce, Bruce & Showers, Beverly. (2002) Designing Training and Peer Coaching: Our Need for Learning. Alexandria, VA: ASCD.

  13. Benefits of Peer Coaching Networking Partnerships to observe lessons and give/receive feedback Support and facilitation of professional growth Shared ideas Companionship Fine-tuning and transferring of skills Self-analysis Trusting atmosphere for continuous growth

  14. Four Corners • Read the four Peer Coaching quotes/statements. • Pick the quote that “speaks” to you. • When signaled; walk to that quote corner. • Discuss reasons for preference.

  15. A The carrot and stick may, on occasion, prod people to meet minimum standards, but only high-trust connections can inspire greatness. Tschannen-Moran, Bob and Tschannen-Moran, Megan. October 2011. The Coach and the Evaluator. Educational Leadership: Coaching: The New Leadership Skill. ASCD, page 8.

  16. B The reality is that teachers will adapt practices to make them their own. By taking the partnership approach, coaches can collaborate with teachers on creating the best fit. To think that each practice must be done in exactly the same way in every classroom underestimates the complexity of the process. Knight, Jim. October 2011. What Good Coaches Do. Educational Leadership: Coaching: The New Leadership Skill. ASCD, page 22.

  17. C When professional learning is central to a school’s culture and when coaching is woven into all professional learning, most staff members won’t need to be told to work with a coach. Most will choose to work with someone who makes it easier for them to learn new strategies, improve their skills, and reach more students. Knight, Jim. October 2011. What Good Coaches Do. Educational Leadership: Coaching: The New Leadership Skill. ASCD, page 21.

  18. D A coaching relationship isn’t about providing a quick fix or a recipe for success. Rather the most powerful relationships focus on reflecting, exploring, analyzing, and digging deeper into good practice. Bearwald, Ronald R. October 2011. It’s About the Questions. Educational Leadership: Coaching: The New Leadership Skill. ASCD, page 74.

  19. Four Corners • Read the four Peer Coaching quotes/statements. • Pick the quote that “speaks” to you. • When signaled; walk to that quote corner. • Discuss reasons for preference.

  20. Seven Partnership Principles Identifying our principles is important because the way we act grows naturally out of what we believe. The partnership principles of equality, choice, voice, reflection, dialogue, praxis, and reciprocity provide a conceptual language that coaches can use to describe how they strive to work with their peers. • Each person selects a card to read to your small group. • Discuss implications and/or thoughts for coaching. • Continue until all 7 cards have been read. Knight, Jim. October 2011. What Good Coaches Do. Educational Leadership- Coaching: The New Leadership Skill. ASCD, pages 18-22.

  21. Peer Coaching Process Training on a Specific Skill Pre-conference Discussion of the focus of the upcoming lesson. Observation Implementation of the lesson while the coaching partner observes. Post-conference Reflection on lesson and data. Follow-up

  22. Peer Coaching Resources • Educational Leadership- Coaching: The New Leadership Skill. (October 2011). ASCD. • Jim Knight: Instructional Coaching Project • Peer-Ed • Wisconsin Peer Coaching Collaborative Wikispaces • Learning Forward: Standards for Professional Learning • Millard Peer Coaching Curriculum Resources- materials available by contacting Debbie Schraeder

  23. Processing: 3-2-1 Use the 3-2-1 section on your graphic organizer to jot down your thoughts: • 3 things you learned today • 2 things that show the value of peer coaching • 1 question you still have about peer coaching

  24. Please contact me at ESU #3 if you have any questions, concerns, suggestions… Debbie Schraeder 402-597-4865 dschraeder@esu3.org Peer coaching contributes to the transfer of training to help teachers teach students in ways which impact student achievement. Adapted from: Joyce, B. & Showers, B. Designing Training and Peer Coaching: Our needs for learning, (3rd ed., 2002)Alexandria, VA: ASCD.

  25. Chalk Talk: A Silent ReflectionThe value of Peer Coaching • Marker • Respond silently • Circle • Add a note • Connect ideas Microsoft Peer Coaching 2006v2 Session 3 Adapted from the Chalk Talk Protocol Coalition of Essential Schools Northwest (2002)

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