PEER COACHING INTRODUCTION Lisa Bruno Tanza Shuy

“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 *

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

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

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

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

“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 *

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

RESULTS RELATIONSHIPS PROCESS DIMENSIONS OF SUCCESS ** *

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

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

COACHING/MENTORING vs. EVALUATING 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

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

DO NOT ENTER the REALM of EVALUATING!!

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

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

Discussion Notes Form (2 pgs)

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

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

Facilitative Questions

COLLEGIALITY 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