[relo andes] webinar peer coaching & mentoring
TRANSCRIPT
CONSTRUCTING & IMPLEMENTING A PEER COACHING PROGRAM
Hosted by:
Deanna PagliaEnglish Language Fellow
Arequipa, Perú&
Lourdes TalaveraAcademic Coordinator at the CCPN Arequipa, Perú
Guest Teachers:
Rubén Toranzo – EFL Instructor, Mentor & Coach at the CCPN Arequipa, Perú
&Ericka Chipana – EFL Instructor at the CCPN Arequipa, Perú
Sponsored by: RELO Andes & U.S. Department of State
WEBINAR GOALS
√ Discuss the benefits of an Instructional Coaching Program
as a professional development tool
√ How to implement an Instructional Coaching Program (pros and cons)
√ Conduct feedback with coaches and coachees.
QUOTES & STATISTICS
Learning to trust is one of life's most difficult tasks ~Isaac Watts
In a recent poll given by CNN Money on why people quit
their jobs, “more than half also said they would leave a job if there was very limited access to mentors.”
(http://money.cnn.com/2015/05/05/pf/why-workers- quit/index.html)
BELIEFS
Everyone has the potential to learn and to
improve what he/she does• The solutions to each person’s
professional challenges can be found within the school
• Those who share their skills as coaches will inevitably improve what they do• The limits to achieving our potential are largely self-imposed.
• ‘Holding onto core beliefs about the people you coach is at the heart of what makes coaching so powerful as an agent of change. When you communicate confidence and trust in another person’s ability to make choices, their performance goes up.’ (Thomas W. and Smith A. (2004), Stafford, Coaching Solutions. Network Educational Press.)
• ‘… there is a much better chance of learning from someone in the next classroom than from someone 20 miles away’ (Reynolds D. (2003) News & Opinions, TES 20 June.)
• ‘Training courses and workshops fail to make a long-term impact on classroom practice.’ (Joyce, B. and Showers, B. (1995) Student Achievement through Staff Development. White Plains, New York places: Longman.)
QUOTES ON COACHING:
WHY PEER COACHING?Peer Coaching will:
Help establish a line of communication between faculty members. Provide teachers a chance to think and talk about what they are doing. Help bring techniques teachers may use instinctively to the conscious
level, thus improving the chance they will be repeated. Expand teaching skills by expanding coaching skills. Increase the amount of time teachers spend on discussing instructional
issues. Provide technical feedback from respected peers. Help professionalize teaching since it offers teachers a chance to be
involved in decisions that impact them and their students (shared decision-making).
Provide opportunities to work together for the common good of the school environment.
Builds relationships between trusted peers
Based on "Peer Coaching For Educators" by Barbara Gottesman and James Jennings.
WHAT ARE THE CHARACTERISTICS OF AN
EFFECTIVE INSTRUCTIONAL COACH?
An effective coach is one who helps guide his/her peer(s) to improve student achievement and outcomes. The coach and the teacher are effective when the students are successful in their learning and mastering of ideas/content.
PRINCIPLES OF COACHINGConfidentialityTrustNon-judgemental, non-critical supportA belief in the coachee’s capacity to learn,
develop and changeRecognizing strengths; building and
maintaining self-confidence and self-esteemChallenging the coachee to move beyond
the comfort zoneA belief that there are always solutions to
issuesBreaking down big challenges into
manageable steps
THE TRUST MODEL
www.schoolnet.org.za/conference/sessions/SKG/UnleashPwrPC.ppt
Coaching Traits
Recent Research Indicates That With Classroom Coaching,Implementation rates rise…85% - 90%
University of Kansas Center for Research on Learning
Research on Instructional Coaching
CLASSROOM IMPACTType ofTraining
KnowledgeMastery
SkillAcquisition
ClassroomApplication
Theory 85% 15% 5-10%
PLUS
Practice 85% 80% 10-15%
PLUS
PeerCoaching
90% 90% 80 – 90%
http://www.schoolnet.org.za/conference/sessions/250139.htm
Classroom Impact
INSTRUCTIONAL COACHING COMPONENTS
Collaboratively Explore Data
(CED)
www.sde.ct.gov/sde/lib/.../ets_coaching_9_15_08_final.ppt
WARM V. COOL FEEDBACK
WARM
• Supportive• Strength oriented• Focus on solutions• Promotes positive
learning
COOL• Impersonal• Needs oriented• Focus on the problem• Provides constructive
criticism
www.sde.ct.gov/sde/lib/.../ets_coaching_9_15_08_final.ppt
REFLECTION
• The teacher and the coach independently and systematically reflect on how their collaborative work fosters the development of the students‘ understanding.
• Do this on an ongoing basis to re-examine goals so that there is a cycle of continuous improvement.
www.sde.ct.gov/sde/lib/.../ets_coaching_9_15_08_final.ppt
How is coaching different from other helping processes?
Non-directive
CounsellingCoaching
Facilitating Advising
Mentoring Guiding
DirectingDirective
http://www.uk.sagepub.com/upm-data/28508_92___Coaching_for_performance_(PowerPoint_presentation).ppt.
OUR PEER-COACHING MODEL
Identify which teachers will be coaches
Train teachers on peer-coaching philosophy and
model
12 Step Process (discuss, observe, reflect, research, implement)
Coaching model for first-year teachers
Session 1: Please answer the following questions (after 1st observation).
1. Do you find you are more successful in one area of your instruction
than another?
2. What were some of the positive aspects of the lesson?
3. What would you like to change about this class session if you
had to teach it again?
4. Which two aspects of your teaching practice would you like to focus
on during this coaching program?
5. What have you done lately to relieve stress and focus on your own
mental health, to ensure you remain an effective teacher?
6. Is there anything else that you would like to share with me?
Reflection Questions (Sessions 2, 3 & 4)*Coach: choose 4 - 5 of the following questions and send in an email to your coachee (some questions are only applicable for the last Reflection Questions).
A.Please answer the following questions about the class you taught.
1.What were you trying to accomplish and what was the process? 2.What is your overall feeling about the class you taught? Are you pleased with how it went?
3.As I reflect on this lesson, I am aware of _____________ as a strength in my own teaching.
4. What are some of the positive aspects of the lesson?
5. What would you like to change about this class session if you had to teach it again? 6. Something that surprised me was…..
4. What are some of the positive aspects of the lesson?
5. What would you like to change about this class session if you had to teach it again? 6. Something that surprised me was…..
7. I could deepen and extend knowledge and skills for my own students by…
8. What evidence do you have that shows that the students are learning? Do you utilize certain strategies to get instant feedback about whether or not they understand (formative assessments)?
10. What have you found useful/not so useful about the coaching process thus far?
11. Have you found any of the articles to be useful to you? If yes, how so? What have you learned that you are using in your daily teaching practice?
12. Now that our coaching sessions have ended:a. Did our conversations lead us closer to our goals? How?
b. Did we focus on the lessons or on other issues?c. Did we do what we set out to do?d. How can we improve on this process to support you more?
Reflection – Insights & Suggestions
Insights from teachers who are coaching their peers
Insights from teachers who are being coached
Deanna Paglia: [email protected] Talavera: [email protected]
SOURCES