3. Teacher Advancement Program
-- Eagle County, Colorado
Two Coaching
Roles
– Mentor teacher
– Master teacher
Struggles
Strengths
– Coaches evaluate
– Time for ongoing
– Performance pay
support
– Clear teacher goals
4. Profesores Articuladores
Departamentales (PADs) -- Uruguay
Regional Coaches
Strengths
– More professional
development and
feedback for Struggles
teachers
– Many teachers/ coach
– Non-evaluative
feedback for – Funding
teachers
5. 3 Steps to Becoming a
Successful Coach
1. Establish Rapport and Goals
2. Meet Regularly
3. Encourage Reflection
6. What does the research say
about peer mentors?
It is important to establish rapport -Center for
Cognitive Coaching (CCC)
Coaching should be focussed and ongoing
– CCC, Sheltered Instruction Operational
Protocol (SIOP), Critical Friends Group
(CFG)
It is important to encourage reflection
– CCC, CFG
7. Part 1: Methods for
Establishing Rapport
Awareness of
Body Language
– Mirroring:
• What is the affect
of physical barriers
in a conversation?
8. Mirroring Activity
Take a moment to mirror the body
language of the person next to you.
What did you experience?
9. Methods for Establishing
Rapport
Be aware of Should you be a
your role friend, a
supervisor, a
confidant, or a
counselor?
10. Quiz
Scenario:
• You meet with an English
teacher and she tells you all
about her problems with the
director in her school and the
students in her class. She is
about to start crying. What
should you do?
11. Quiz
A) Empathize – Tell her that you
agree that her director is awful.
B) Comfort – Tell her you
understand and then take her out for
a cup of coffee.
C) Listen – Give her the opportunity
to share how she feels.
D) Direct – Lead her to find her own
solution.
12. Establishing Goals
Teachers should always have in mind
one area of instruction where they are
doing well and one area of instruction
they want to improve.
–How can you guide teachers in
creating these goals?
13. Goal Setting Criteria
Goals should be directly focused on
student achievement
– I want to be more organized (teacher
focused)
– I want to use more comprehensible input to
make sure students understand the content
(student focused)
14. Part 2:
Improving Teacher Practice
There are a variety of models that can
be used to help teachers improve their
practice.
We will discuss examples of how each
model could be used.
15. Two Types of Coaching
Coaching Without Observations
– Lesson Study
– Strategy Focus Groups
– Team planning
Coaching With Observation
– Conference observation cycle
16. Lesson Study
The group watches a lesson together
They use pre-determined criteria to
evaluate the lesson.
They reflect as individuals and as a
group about what was successful and
what was not successful.
17. Strategy Based
Coaches model a strategy for the group
Everyone develops a plan to implement
the strategy
The group analyzes work after
developing the strategy
18. Team Planning
A team of teachers get together to plan a
lesson or a unit based on a
predetermined criteria.
19. Conference Observation
Cycle
The coach and the teacher meet before a
lesson to discuss, plan, and/ or create a new
strategy.
The lesson is taught by the teacher, the
teacher and the coach, or the coach.
The teacher and the coach meet after the
lesson to reflect on what went well, what
didn’t, and what the next steps are.
20. Part 3:
Encouraging Reflection
How can you encourage reflection
as a coach?
21. Conversations that Encourage
Reflection
Guiding teachings to reflect on their
practice and set goals
–Post Observation Coaching Map
22. Conversations that Encourage
Reflection
As you see the lesson unfolding, what will
students be doing? (Predict)
Describe the sequence in which the lesson will
occur. What will you be doing first? Next? Last?
How will you close the lesson? (sequence)
What will you see students doing or hear them
saying that will indicate to you that your lesson is
successful? (set criteria)
– Adapted from Costa, A. L. & Garmston R. J. (2002)
23. Conversations that Encourage
Reflection
As you reflect back on the lesson, how do you
feel it went? (Recall and Relate)
What did you see students doing (or hear them
saying) that made you feel that way?(Recall)
How did what you planned compare with what you
did? (compare)
As you reflect on the goals for this lesson, what
can you say about your students' achievement of
them? (evaluate)
– Adapted from Costa, A. L. & Garmston R. J. (2002)
24. Reflective Teaching
Questions Coaches should ask
themselves:
– Who did most of the talking?
– Did the teacher set goals?
• Were they student or teacher based?
25. Reflection: Think- Pair- Share
What questions do you still have about
these steps in peer coaching?
Which model do you envision working in
your institute?
27. Resources
Costa, A. L. & Garmston R. J. (2002). Cognitive Coaching:
A Foundation for Renaissance Schools. Norwood, MA.,
Christopher-Cordon Publishers, Inc.
