Ralston High School January 21, 2013
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Ralston High School January 21, 2013 Facilitated by: Debbie Schraeder, ESU#3 Peer Coaching Overview Picture taken from: http://peer-ed.com/ train.html
description
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. - PowerPoint PPT Presentation
Transcript of Ralston High School January 21, 2013
Ralston High SchoolJanuary 21, 2013
Facilitated by: Debbie Schraeder, ESU#3
Peer Coaching Overview
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Discuss:
• Points I Support
• Points I Don’t Support
• Points that Raise Questions
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.
Agenda
• Peer Coaching: What is It?
• Peer Coaching: Research Review
• Peer Coaching: Why do it?
Graphic Organizer
Taking it to the next level…- Beyond mentoring
- Peer/peer
-Application
-Collaboration
Peer Coaching (aka analysis, enrichment, and collaboration)
is a confidential, structured process bywhich teachers collaborate with a focus
of improving and enriching specific teaching strategies. The ultimate goal of
such interactions is increased student learning.
Peer Coaching…using the
most valuable
resource we have- each other!
Research on Skill Transfer
Theory ___%
Demonstration ___%
Practice in the trainingWith Feedback ___%
In-Situation Coaching ___%
Bruce Joyce & Beverly Showers, 2002
Theory/Knowledge 5% 0-5%
Theory/Modeling 50% 5%
Theory/Modeling/Practice/Feedback 90% 5%
Theory/Modeling/Practice/Feedback/ Coaching 90% 75 to 90%
Transfer of Learning by Types of Training
Source: The Coaching of Teaching by Bruce Joyce & Beverly Showers, 1993
Training Provided Skill Development Skill Application
Research on Skill Transfer
Journal of Staff Development, Spring 2009
Coaching: The Key to Translating
Research into Practice Lies in
Continuous, Job-Embedded
Learning with Ongoing Support
Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support
1. Select and read a colored card.
2. On your graphic organizer write down information pertinent to your Peer Coaching experience.
3. Share information and insights at your table.
Journal of Staff Development, Winter 2009
Research Review Jigsaw
Joyce, Bruce & Showers, Beverly. (2002) Designing Training and Peer Coaching: Our Need for Learning. Alexandria, VA: ASCD.
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.
Why 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
Benefits of Peer Coaching
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Four CornersRead the four Peer Coaching
quotes/statements.
Pick the quote that “speaks” to you.
When signaled; walk to that quote corner.
Discuss reasons for preference.
A
Tschannen-Moran, Bob and Tschannen-Moran, Megan. October 2011. The Coach and the Evaluator. Educational Leadership: Coaching: The New Leadership Skill. ASCD, page 8.
The carrot and stick may, on occasion, prod people to meet minimum standards, but only high-trust connections can
inspire greatness.
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BThe 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.
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C
Knight, Jim. October 2011. What Good Coaches Do. Educational Leadership: Coaching: The New Leadership Skill. ASCD, page 21.
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.
D
Bearwald, Ronald R. October 2011. It’s About the Questions. Educational Leadership: Coaching: The New Leadership Skill. ASCD, page 74.
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.
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Four CornersRead the four Peer Coaching
quotes/statements.
Pick the quote that “speaks” to you.
When signaled; walk to that quote corner.
Discuss reasons for preference.
Seven Partnership Principles
• 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.
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.
Knight, Jim. October 2011. What Good Coaches Do. Educational Leadership- Coaching: The New Leadership Skill. ASCD, pages 18-22.
Training on a Specific Skill
Pre-conferenceDiscussion of the focus of the upcoming lesson.
ObservationImplementation of the lesson while the coaching partner observes.
Post-conferenceReflection on lesson and data.
Follow-up
Peer Coaching Process
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
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
Please contact me at ESU #3 if you have any questions, concerns, suggestions…
Debbie Schraeder402-597-4865
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.
Chalk Talk: A Silent ReflectionThe value of Peer Coaching
MarkerRespond silently◦Circle ◦Add a note◦Connect ideas
Microsoft Peer Coaching 2006 v2 Session 3
Adapted from the Chalk Talk Protocol Coalition of Essential Schools Northwest (2002)
