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Peer Coaching Peer Coaching Angela Higgins January 2008 ahiggins December 2007 1

Peer coaching for collaboration

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This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.

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Page 1: Peer coaching for collaboration

Peer CoachingPeer CoachingAngela Higgins

January 2008

ahiggins December 2007 1

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Today’s presentation…

DefinitionWhat is it?

◦Informal◦Formal

BenefitsFocus

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DefinitionDefinition

“Peer coaching 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.” (Robbins,

1991)

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Peer Coaching is...Peer Coaching is...

ConfidentialNon-evaluativeFlexibleVoluntary (but encouraged)Based on trustFocused on observable behaviours

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Why is it used?Why is it used?

Peer Coaching allows…Teachers to engage in structured discussion

about their own practiceTeachers develop instructional skills in a non-

threatening, non-evaluative atmosphere, and learn new ideas and approaches from their colleagues

Casual conversations about teaching move to a new level

Teachers reflect, innovate and experimentIncreased confidence in teaching

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What it’s not…

About advising the teacher how they should teach

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Peer coaching activities (1)Peer coaching activities (1)

Informal Peer CoachingCurriculum Mapping/developmentProblem solvingStudy groupsBook clubsConversations about student workVideo analysisStorytelling about teaching practicesLesson studyInterdisciplinary unit planningAnalysing student data and developing learning

experiences

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Peer coaching activities (2)Peer coaching activities (2)

Formal Peer CoachingCo-teachingCo-planningCoach as mentorCoach as mirrorCoach as action researcherCoach as ‘expert’Coach conducts a pre-conference;

observation and post-conference

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Areas to focus onAreas to focus on

Quality of student workEssential elements of teaching

◦Lesson design◦Motivation◦Active participation◦Bloom’s taxonomy

Differentiated levels of instructionAt task behaviourInteraction analysis

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Areas to focus on (cont’d)Areas to focus on (cont’d)

Verbal flowClass trafficTeaching Strategies and MethodologiesClassroom behaviour/specific problem

behaviourContent specific skills

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Areas to focus on (cont’d):Areas to focus on (cont’d):

Presentation skillsFlexibilityUse of active learning opportunitiesOrganisation/time managementContentTeaching to diversity

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Benefits of Peer CoachingBenefits of Peer Coaching

Better understanding of teachingImproved self-analysis and reflection skillsImproved sense of professional skillRenewal and recognitionIncreased sense of efficacyIncreased collaboration/collegialityImproved teaching performanceIncreased student growth and

development

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BenefitsBenefits

Gain feedback from colleagues on self-identified issues in their own teaching

Assist colleagues in enhancing their teaching and training experiences through observation and discussion

Learn new teaching and training methods and strategies

Encourages experimentationAllows analysis of transactions between

teacher and students

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GuidelinesGuidelines

The person being observed has the opportunity to determine which teaching practice will be observed

The coaching procedures are negotiated in detail so that partners trust their agreements

The feedback given is base don specific, objective data

The practices and consequences of coaching are examined as thoughtfully as the practices and consequences of teaching

Adapted from Judith Warren Little and Tom Bird

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Guidelines

Advisable for participants to plan the teaching episode

Identify areas for observation in advanceDesign observation checklistThe process is about finding ways to help the

learner learn more effectivelyThe observer provides the teacher with

information about the students’ responsesCommunication of analysis to be conducted in a

neutral tone and manner.‘Dispassionate’ is the catchword!Negotiate with learners to bring another

individual into the room.

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Recommendations for implementation

RecommendationsTraining and preparation essentialTeachers pair up with a partner (or two –

triad)Initial meeting – details agreedObservationsFollow-up session

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Recommendations for implementation

Teachers help one another to evaluate their own teaching

Observe partners more than oncePair with someone from another subject

areaObserve different types of classes

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How is Peer Coaching recorded? - How is Peer Coaching recorded? - optionsoptions

Specific form or checklistScript tapeAudio recording/digital audioVideo

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Logistical considerationsLogistical considerations

How will teachers be trained in the techniques of coaching?

Identification of good practice in coachingHow often will coaching workshops be

conducted? Will they be held outside of delivery time or during the summer?

What will motivate teachers to participate?What kinds of tensions and difficulties may

emerge as the peer coaching programme is initiated?

Who will schedule the coaching sessions and who will cover teachers while they are coaching?

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Logistical considerations Logistical considerations cont’dcont’d

Is there administrative support?How can the programme be designed with

‘built-in flexibility so that it can meet the needs of various teachers within the same school?

What will be the time span of the programme?

How will the programme be maintained and evaluated?

Adapted form Robert Ackland: Journal of Staff Development, 1990

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Setting up a programmeSetting up a programme

Set up a planning group – assess for support in school

Assess school environment – factors for and against

Provide information: rationale; what peer coaching is and isn’t; various forms of coaching

Solicit input on what the participants want the programme to be like

Analyse support and resources available Examine demands on teachers’ time and

energy – what is the best time of the school year?

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Setting up a programmeSetting up a programme

Develop plan and provide training for those who volunteer to participate

Develop a plan for making time available for planning, conferencing and classroom observations

Develop plan for and provide follow-up Develop a plan for bringing new teachers

into programme GO SLOWLY – SUCCESSFUL PROGRAMMES

ARE BUILT OVER A PERIOD OF YEARS

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Strategies for finding time for Strategies for finding time for Peer CoachingPeer Coaching

Manager/Principal takes over classes. Roving substitutes to free up teachersTeachers form triadsSpecial events put on to release teachersTeam teachingPreparation periods used for observationsConferencing before or after school agreedStudent teachers/classroom assistants take

over classes

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Criteria for effective Criteria for effective implementationimplementation

Participants receive training in coaching skillsThe climate in centre/organisation is supportive

of innovation and changeThere is commitment to the coaching process

in terms of time, money, and symbolic supportParticipants share a common language about

curriculum and/or teaching practicesParticipants select the partner(s) with whom

they will work

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ConsiderationsConsiderations

What approach should be taken for small centres?

Structure;Workshops to train individualsContractIntervals between workshops

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http://www.ericdigests.org/pre-927/schools.htm

http://books.google.com/books?id=V4JZvzwC96YC&pg=PA261&lpg=PA261&dq=judith+warren+little+and+tom+bird&source=web&ots=NceYr7mrq-&sig=oQ45dkm6D2_U1VH-pDVJGlxwuRU

http://webserver3.ascd.org/ossd/peercoaching.html

http://www.trngedu.com/peercoch.html

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