Implementing Peer Coaching in PLTs

Implementing Peer Coaching in PLTs

Teacher Leadership for High Student

Growth

Sara OverbyWCPSS Coordinating Teacher for Secondary Literacy, [email protected]

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Teachers who have not prepared themselves to be in a constant state of flux need to reevaluate their choice of profession.

A teacher who is inflexible will not survive very long without burning out.

Melissa Kelly, Learn to be flexible, 2013

Learn to be flexible!

Change Our Thinking

Teachers need accessible opportunities and models

Jean M. Becker “Peer Coaching for Improvement of Teaching and Learning” http://teachersnetwork.org/tnli/research/growth/becker.htm

Improve Professional Practice

Improve Student Learning

for collaboration, sharing of ideas, feedback and assistance with their practice

What Kind of Professional Learning Makes a Difference in Student Learning?

What percent…5% of learners will transfer a new skill into their practice as a result of getting information about new research?10% will transfer a new skill into their practice after information about research AND with a demonstration at a workshop?20% will transfer a new skill into their practice after information, demonstration AND with practice during a workshop?25% will transfer a new skill into their practice with information, a demonstration, workshop practice AND feedback from workshop presenter?90% will transfer a new skill into their practice with information, demonstration, practice and feedback within the training, and coaching from peers at their school?

Dr. Bruce Joyce, "Staff Development Awareness Conference," Columbia, SC, January 1987.

What is Peer Coaching?a confidential process two or more professional

colleagues work together reflect on current practicesexpand, refine, and build new

skillsshare ideas and provide feedbackteach one anotherconduct classroom researchor solve problems in the

workplacePam Robbins, A Definition of Peer Coaching,

http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.aspx

What would you want your peer coaching to look like, act like, sound like, feel like in your PLT?

As a Teacher?As a Coach?

Key FeaturesLots of different labels… but ALL Peer Coaching focuses on Collaborative developmentRefinementSharing Craft of teaching

Peer Coaching has nothing to do withEvaluationRemediation to “fix” teachers

Pam Robbins, A Definition of Peer Coaching, http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.aspx

“a dress rehearsal before the final performance.”

“a time when you can take risks and try out new ideas, instructional strategies, or different approaches to the curriculum and discuss the results with a trusted colleague.”

Identify

Learn

Practice

Refine

Reflect

Coaching Cycle

Coaching CycleIdentif

y

Learn

Practice

Refine

Reflect

1. Inviting Teacher2. Coaching Teacher3. Goal of teaching

practice4. Current reality5. Future Greatness6. How Coach can

contribute7. What Coach is not

being asked to contribute

8. Observation/Data Tool

WCPSS Observation Tool What is worthy of

Coaching? Inviting Teacher Coaching Teacher Goal of teaching

practice Current reality Future Greatness How Coach can

contribute What Coach is not

being asked to contribute

Observation/Data Tool

Coaching CycleIdentif

y

Learn

Practice

Refine

Reflect Coaching Teacher

Clarifies the key issuesSynthesizes the concernsSimplifies the issueProvides researchExplains best practiceModels practice

Inviting TeacherAgrees on observation/data toolUses tool when observing Coach

BothExplore DataDiscuss Implications

WCPSS Observation Tool

How can I get students to talk more with each other and not to me?

What Data Tool?

Have a conversation with your Coaching partner.Decide on (or create!)a good tool.

Model and observe

Pinwheel

Discussions

https://www.teachingchannel.org/videos/high-school-literature-lesson-plan

Explore Data, Implications

Coaching Conversation

Inviting Teacher: what I sawCoaching Teacher: Active listening

Coaching Teacher second: what the data saysInviting Teacher: Asks clarifying questions

Coach: I-statementsQuestions before answersReflections and self-analysis before

suggestionsAvoid Fix Its

Coaching CycleIdentif

y

Learn

Practice

Refine

Reflect

Inviting TeacherImplements in classroomAllows observer/dataVideotapes selfConsiders evidence

Coaching TeacherObservesHelps unpack dataUses Active ListeningResponds to concerns

Model and observe

Strategies for Student Centered Discussionhttps://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

Explore Data, ImplicationsCoaching Conversation

Inviting Teacher: what I sawCoaching Teacher: Active listening

Coaching Teacher second: what the data saysInviting Teacher: Asks clarifying questions

Coach: I-statementsQuestions before answersReflections and self-analysis before

suggestionsAvoid Fix Its

Coaching CycleIdentif

y

Learn

Practice

Refine

ReflectOptions: Next Gear? Or Different Road?Do I want to try again?Do I want more information/ tools?Do I want to observe Coach’s modeling again?Do I want to work on something else and come back to this?

Research shows…

Peer Coaching has these payoffsIncrease of student learningFacilitate trust-building among colleaguesUse as a problem-solving vehicleCreate a forum for addressing instructional

problemsIncrease discussion of professional research and

professional practiceEncourage reflective practice and shared goalsReduce isolation among teachersSupport and assist new and beginning teachers in

their practiceFrom Jean M. Becker “Peer Coaching for Improvement of Teaching and Learning” http://teachersnetwork.org/tnli/research/growth/becker.htm

All in? or just a few?

One-coach, one-teacher?Or “instructional rounds”?

Observations? Or videos?

Structure?

YOUR PLT’s Implementation Plan

Identify

Learn

Practice

Refine

Reflect