La Ley Universitaria frente a la Fuerza de los 100,000
[RELO Andes] Webinar peer coaching & mentoring
1. CONSTRUCTING &
IMPLEMENTING
A PEER COACHING PROGRAM
Hosted by:
Deanna Paglia
English Language Fellow
Arequipa, Perú
&
Lourdes Talavera
Academic 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
2. 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.
3. 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)
5. 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.
6. • ‘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:
7. 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.
8. 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.
9. PRINCIPLES OF COACHING
Confidentiality
Trust
Non-judgemental, non-critical support
A belief in the coachee’s capacity to learn,
develop and change
Recognizing strengths; building and maintaining
self-confidence and self-esteem
Challenging the coachee to move beyond the
comfort zone
A belief that there are always solutions to issues
Breaking down big challenges into manageable
steps
15. 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
17. 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
18. How is coaching different from other
helping processes?
Non -direc tive
Coun sellin g
Coach in g
Facilitatin g
Advisin g
Men torin g
Guidin g
Directin g
D irec tive
http://www.uk.sagepub.com/upm-
data/28508_92___Coaching_for_performance_(PowerPoint_presentation).ppt.
19. 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
20. 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?
21. 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.
22. 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)?
23. 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?
24. Reflection – Insights & Suggestions
Insights from teachers who are coaching
their peers
Insights from teachers who are being
coached
When building relationships with collaborating teachers, what characteristics must be present before they will most likely collaborate?
Why do you think that coaches in previous years have reported they were able to do more collaboration activities as the year progressed?
Use of communication skills helps builds trust! Let's focus on that characteristic for further discussion.
One research study conducted by the University of Kansas Center for Research on Learning evaluated a group of 87 teachers from different schools. The results of the study indicate that 85% of those teachers who receive ongoing support from instructional coaches implement newly learned instructional methods, a factor that enhances teacher quality. In another study conducted by the same group, research indicates that teachers who do not receive such support implement newly learned strategies at only a rate of 10% (Joyce and Showers, 2002). (a role of coach is to be an advocate for the ”right conditions”)
This research indicates that coaching does indeed lead to successful adoption and effective use of proven instructional methods, with one crucial caveat: The right conditions--in the form of administrative support and qualified coaches--must be in place. In schools in which either of these elements is missing, implementation success rates have been low.
Research indicates that teachers who are supported by instructional coaches are more likely to implement newly learned instructional strategies (University of Kansas, Center for Research on Learning).
This slide comes from nearly 20 years of research on the impact of professional development by Beverly Showers and Bruce Joyce’s
The first two rows, Theory and Practice reflect the traits of traditional professional development.
When you look at the column marked classroom application, you can see by the fact that fewer than 15% of teachers use what they learn in this model of professional development. Clearly this model is not effective.
If we add new models of professional development that provide teachers with opportunities for feedback and reflection, like Peer Coaching, about 80 – 90% of teachers apply what they learned in professional development.
Implications of this are that teachers need time to observe other teachers and to be observed. Teachers also need time to reflect on how what they have learned fits into their classrooms.
Significant increase in classroom application occurs only when coaching, study teams, and/or peer visits are included with learning about theory and opportunity to practice.
Model—I do (You watch me)
Co-teach—we do
Observe- You do (I watch you)
Collaborative Exploration of Data::
Based on the partnership principles
• Involves observations to open up dialogue, rather than to state a single truth
• Should be
– constructive, but provisional
– empathetic and respectful
• Coach and teacher identify what data will be gathered