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: deanna12@gmail.comLourdes Talavera: ltalavera@cultural.edu.pe

SOURCES