Peer coaching is a strategy where one or more teachers form a partnership with one another for the purpose of observing, recording, and providing feedback of teaching behaviors. (Hasbrouck and Christen, 1997)

It is professional, not social dialogue It is professional, not social dialogue It is observation based It is observation based It is not an evaluation tool It is not an evaluation tool It is developmental It is developmental It is not a competition It is not a competition It is supportive It is supportive It is confidential It is confidential It is based on individual growth and the teacher’s wants and needs It is based on individual growth and the teacher’s wants and needs It is voluntary It is voluntary It is founded on trust It is founded on trust

Top-Down Feedback Superviso r Uses data to shape Teacher

Partnership Feedback Partnership Feedback Data PartnerTeacher Dialogue

Teachers sharing ideas Learning from one another Building relationships Deliberately collaborating about teaching and learning

Begins with an open and trusting relationship between teaching pairs Begins with an open and trusting relationship between teaching pairs Pre-conference Pre-conference Identify clear, concise, measureable, targeted behaviors Identify clear, concise, measureable, targeted behaviors Data collection Data collection Post-conference Post-conference

Teachers confer to: Clarify learning goals (teacher and student) Clarify learning goals (teacher and student) Collaboratively plan tasks or work that the students will complete to achieve the intended outcomes Collaboratively plan tasks or work that the students will complete to achieve the intended outcomes Determine evidence of proficient student achievement Determine evidence of proficient student achievement Identify student or teacher behaviors the visiting teacher should observe Identify student or teacher behaviors the visiting teacher should observe Agree on the role(s) each teacher will perform during the lesson Agree on the role(s) each teacher will perform during the lesson

Must be aligned to Instructional Framework Must be aligned to Instructional Framework Must align to the Danielson Framework Must align to the Danielson Framework Should be supported by SMART goals Should be supported by SMART goals Should be narrow; focused on a single instructional issue or technique Should be narrow; focused on a single instructional issue or technique

Begin with A SINGLE instructional focus. Begin with A SINGLE instructional focus. Keep the request for data limited. Keep the request for data limited. Align the data collection to the goal. Align the data collection to the goal. INSTRUCTIONAL FRAMEWORK and Danielson Model GOALDATA

DON’T Don’t say, “I’d like you to watch for my use of positive feedback, and I’d also like you to monitor the active engagement of four boys in the back of the room and I... “ Don’t say, “I’d like you to watch for my use of positive feedback, and I’d also like you to monitor the active engagement of four boys in the back of the room and I... “ DO Instead say, “Please script only my questions and student responses. I’d like to reflect later on levels of Bloom I scaffold through a lesson.” Instead say, “Please script only my questions and student responses. I’d like to reflect later on levels of Bloom I scaffold through a lesson.”

Selective Verbatim Anecdotal Record Verbal Flow Class Traffic Time Sample Physical Map Your own Design

How Long? ………………………………At least 30 minutes How Long? ………………………………At least 30 minutes Look For? ………………………………..keep it simple (higher order questioning or level of engagement, etc) Look For? ………………………………..keep it simple (higher order questioning or level of engagement, etc) Where in the room? …………………back of room? Where in the room? …………………back of room? Find materials? ………………………..inviting teacher should provide Find materials? ………………………..inviting teacher should provide Provide the visitation data? ( , hard copy? (should be immediate) Provide the visitation data? ( , hard copy? (should be immediate)

The teachers meet to reflect on and discuss the data gathered using reflective questioning and discussion.

Aim to analyze the data Aim to analyze the data Mutually draw conclusions about effectiveness of teaching strategies Mutually draw conclusions about effectiveness of teaching strategies (implementation/re sults) (implementation/re sults) Effect student achievement Effect student achievement Promote rehearsal and reflection Promote rehearsal and reflection

Descriptive rather than evaluative (visible) Specific instead of general Given only when requested Provided as soon as possible Realistic Positive

WARM WARM Supportive Supportive Strength oriented Strength oriented Focuses on solutions Focuses on solutions Promotes positive learning Promotes positive learning Impersonal Impersonal Needs oriented Needs oriented Focuses on problems Focuses on problems Provides constructive criticism Provides constructive criticism COOL

Set a Goal Grasp the reality Consider the Options Make a Choice What do you want? What is happening now? What could you do? What will you do?

Too much time between observation and debriefing Too much time between observation and debriefing Prescribing solutions and giving opinions instead of listening Prescribing solutions and giving opinions instead of listening Expecting quick results rather than sustained behavioral change Expecting quick results rather than sustained behavioral change Lack of commitment to change Lack of commitment to change Participants appear receptive, but do not alter practices, so goals are never achieved. Participants appear receptive, but do not alter practices, so goals are never achieved. Both parties enjoy discussions, but in reality, nothing changes and nothing is achieved. Both parties enjoy discussions, but in reality, nothing changes and nothing is achieved.

“Experience itself is actually NOT the ‘greatest teacher,”... “we do not learn as much from experience as we learn from reflecting on that experience.” - Thomas S.C. Farrell from Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers

As we try to improve, we are drawn to the large, dramatic, and splashy programs for change, but we are impacted more by the small and simple changes in our daily routines. We don’t change the world through epiphanies, but by doing lots of little things that add up to sustained transformation. Simple things are not always easy to change, but by improving one thing at a time, we make progress toward great things” From Bill Jensen, What is your life’s work? Reflect with your partner..

To conclude…… Hold onto the 6 principles of Peer Coaching….. Common Language Focus Hard Evidence Interaction Reciprocity Confidentialit y

“Thou shalt promote rehearsal and reflection.” During the Pre-Conference During the Visitation Experience During the Post-Conference Next time you teach lesson with same focus Critical Commandment for Peer Partners…

1.Review Proposal Checklist and make any necessary changes. 2.With your partner(s), discuss what you have learned today about the supervisory option you’ve selected. How will this new learning impact your work? 3.Complete your Peer Coaching Action. See handout for checklist……….

4. Create a practical organization for your Peer Coaching Learning Log. (This will be maintained throughout year and brought to mid and end of year conference) 5. Clarify your dates and venues for classroom visitations and complete your plans for pre/obs/post experiences. 6. Define your norms for interaction.