PEER COACHING FOR
NEW TEACHERS
SABES PD Center for Educational Leadership and Strengthening ABE Programs
Why do ABE Programs need
Orientation/Induction Programs
for New Teachers?
It improves new teacher effectiveness. New teachers, even if
they are experienced K-12 educators, struggle as they adjust
to teaching adult learners. Research from K-12 has shown
that when teachers engage in a meaningful orientation/
induction program that emphasizes reflection and selfassessment, the teacher’s practice becomes more thoughtful,
strategic, and effective.
Strong induction programs foster a collaborative culture.
Being coached during the beginning years allows new
teachers to value continuous learning. New teachers learn to
reflect on their teaching practice and value feedback.
A comprehensive induction process ultimately benefits
students the most. A high quality induction program propels
new teachers to become more effective faster with the aid of
the Peer Coach and director's support.
It re-energizes veteran teachers with new ideas and
empowers them.
May 2016
“Coaching has helped me
learn about fellow new
staff members in a unique
way. Our relationships
have been interesting and
enriching to me. Most of
all, I have become a more
thoughtful, purposeful
teacher myself, as I seek
to find ways to help my
coachees.”
FY 16 Peer Coach
Inside:
About the Project
Criteria for
Participation
Project Timeline
Participant Role and
responsibilities
ABOUT THE PROJECT
“As a Peer Coach, I have had
This yearlong professional development activity is designed
to help programs develop a comprehensive induction/
orientation process for new teachers.
a very successful relationship
A critical aspect of this orientation/induction project is to
equip one skilled ABE teacher from your program with the
skills and knowledge to become an effective coach for new
staff at your ABE program. Through reflection and dialogue
about effective instruction with your program’s Peer Coach,
new teachers will gain a deeper insight into their craft and
will be better able to meet the needs of their students.
When I first met my coachee, I
Although the coach and director work together to support the
new teacher, all information shared between the coach and
new teachers is confidential and will not be used in an
evaluative way.
working with my coachee.
told her that I would be
working with her as a peer and
that I was there to support her
with whatever she may need
as a new teacher.
I think she really appreciated
that. We see each other every
day that she is teaching and
we are very comfortable
CRITERIA FOR PARTICIPATION
working together.
What started as a professional
NEW TEACHER:
The teacher receiving Peer Coaching support must be:
In their first year of teaching at your program
Enrolled in the fall “Foundations for New Staff”
workshop series – Overview of the Field and the Art
of Teaching
relationship has blossomed
into a friendship.”
FY 16 Peer Coach
ABE PROGRAM:
Up to ten programs will be selected for this yearlong project. Selection will be based on the following
criteria:
Program’s willingness to develop/ re-evaluate your program’s induction program for new
teachers (willingness to revise/update the staff handbook and program based orientation using
resources provided)
Program’s willingness and ability to:
1. Provide organizational support (encouragement, ensuring that the Peer Coach and new
teachers meet monthly, etc.) for the Peer Coaching Project
2. Continue providing a comprehensive orientation/induction program for new teachers at the
end of the project when a stipend is not provided
3. Support the evaluation of the project
4. Program’s ability to select an effective Peer Coach from the program staff. The Peer Coach
should be a skillful teacher who is highly respected for their expertise by staff and students
at your program, and possesses over three years of ABE teaching experience. This
teacher must also have the personality and capability to be a quality Peer Coach and
values professional growth and self-reflection.
2
PROJECT TIMELINE
YEAR ONE
“It is always helpful for
me to have time set
aside to reflect on what
I’ve been teaching and
how I’ve been teaching
it. I don’t really get the
chance to talk about
my teaching much, so
it is useful for me to
verbalize my thoughts
about what I have been
doing in class. I have
always been the kind of
person who figures
things out by talking
through them, so I find
Attend a 2-day/10-hour training
Meet (phone or webinar) with the SABES Peer Coaching
Project Coordinator, 1-2 hours each month
Meet with new teacher(s) assigned to this project, 2 hours
per month each (max. of three teachers)
Provide requested documentation and evaluation
information (including tracking hours and logs)
Participate in the development or revision of your ABE
program’s staff handbook or orientation program (note:
these hours are not included in this stipend; they should
be supported by program).
Attend end-of-year wrap-up meeting.
YEAR TWO
Meet (phone or webinar) with the SABES Peer Coaching
Project Coordinator, 1-2 hours each month (optional)
Continue to meet with new teacher(s) assigned, up to 2
hours per month each.
Peer Coaches will facilitate train-the-trainer workshops at
programs to develop and support a cadre of peer coaches
for additional new teachers. The Peer Coach will be
provided with the training materials to use at programs.
that simply having a
conversation about
what I’ve been doing in
class can spark new
ideas and solidify
beliefs about what has
The Peer Coach’s training and ongoing monthly support will
help your program‘s coach to develop strong coaching
competencies in order to provide the appropriate
differentiated support to your new teacher(s). The Peer
Coach will help new teachers use reflection and selfassessment to strengthen their skills, knowledge, and
practice and to encourage professional development which
supports their professional growth.
been going well and
what could be
improved.
FY 16 New Teacher/Coachee
3
PROJECT TIMELINE—YEAR ONE
DATE
DESCRIPTION
Wednesday,
June 15, 2016
Application deadline.
Monday,
June 27, 2016
Programs notified.
Wednesday,
July 20, 2016
ABE program directors and Peer Coaches complete and submit contract paperwork.
Wednesday,
August 17, 2016
1:00pm - 2:00pn
Orientation for Program Directors (Webinar)
Saturday,
August 27, 2016
September 10, 2016
10:00am - 3:30pm
Between Sessions
Coach Training, Day 1
Wednesday,
September 24, 2016
10:00am - 3:30pm
October - November
2016
September 2016
September 2016
September 2016 –
June 2017
Submit application to: Sue Miller, SABES PD Center for Educational
Leadership and Strengthening ABE Programs, Quinsigamond Community College, 670 West Boylston Street, Worcester MA 01606.
This webinar is a 1.5 hour Overview of the Peer Coaching for New
ABE Teachers process, requirements of the program, coach, and new
teacher.
Location: TBD based on the location of participating programs.
Peer Coach Homework
Coach videotapes and self-assesses their own teaching (no one else
will see video).
Coach Training, Day 2
Location TBD based on the locations of the five programs
New teachers must complete “Foundations for New Staff: The Art of
Teaching”
New teachers must enroll in “Foundations for New Staff: Overview of
the Field” (online course) which starts on the first of every month.
Peer Coaches begin coaching new teachers
Peer Coaches meet with new teachers two hours each month providing feedback and resources (may include modeling techniques, coteaching, writing lesson plans together, and discussing new teacher’s
self-assessments from video recordings). Coach and New Teacher
should document hours.
Peer Coaches have monthly check ins with SABES’ Project Coordinator (1-2 hours per month)
May, 2017
Directors and Peer Coaches attend wrap-up meeting.
June, 2017
Directors, coaches and participants complete evaluation survey to
determine how to improve the Peer Coaching for New ABE Teachers.
4
PARTICIPANT ROLES & RESPONSIBILITIES
SABES PD Center for Educational
Leadership
Coordinates the Peer Coaching Project
Provides technical assistance to program
director, coaches, and new teachers
Provides stipends for Peer Coaches
Shares information and links members with
resources
Regularly contacts coaches to check in and
provide support
Conducts site visits
Collects evaluations
Evaluates and revises the Peer Coaching
Project
Peer Coach
Assists program director in completing
application
Attends 10-hour Peer Coach training
Videotapes teaching and evaluates own
teaching using rubric
Meets with new teacher to establish clear
expectations for Peer Coaching
relationships and goals. Reviews roles and
responsibilities.
Communicates and meets with new
teachers regularly (2 hours per month per
teacher, September through June)
Orients new teacher to ABE program, and
ABE system
Links new teachers to resources (materials,
people, and organizations)
Helps new teachers review data and see its
possible implications for practice
Facilitates or assists in professional
development of new teachers
Models continual professional growth
Assists new teachers in designing their
own professional development goals
Assists in the evaluation of the Peer
Coaching project
Reflects on the process in a journal (3-6
responses)
Documents coaching hours for evaluation
purposes
Maintains the confidentiality of the coaching
relationship
Send evaluation documentation to SABES
Participates in the review or revision of the
program’s staff handbook and new teacher
induction program (e.g. to include peer
coaching or other policies and procedures
to support new teachers)
New Teacher
Completes Foundations for New Staff in
first two months of the project
Competes self-assessment to determine
areas in which the coach can provide
support
Meets with coach to develop clear
expectations for coaching experience
Communicates and meets with coach
regularly, (2 hours per teacher per month,
September through June). Note: prep or PD
time may be used
Videotapes teaching and self-assesses
strengths and areas that can be enhanced
Develops own PD goals for the year
Reflects on the teaching and growth
process in a journal (3-6 responses)
Documents coaching hours for evaluation
purposes
Participates in the evaluation of the
coaching system
ABE Program Administrator
Reviews/ revises program’s staff handbook
and new teacher induction program (e.g. to
include peer coaching or other policies and
procedures to support new teachers)
Supports on-site coaching support from
SABES
Participates in the Orientation Webinar
Promotes and supports Peer Coaching
project at program
(Continued on page 6)
5
(Continued from page 5)
“I have found it
very useful to
videotape myself
and watch myself
teaching as well as
observe another
teacher. All of
these experiences
have proven useful
in various ways.”
FY’16 Coachee
Recruits, selects, and matches Peer Coach with new teacher(s)
at program
Ensures that new teachers enroll in the Foundations for New Staff
in the Fall
Respects the confidentiality of the peer-coach relationship
Supervises (performs observations and reviews lesson plans)
and evaluates new teachers independently from Peer Coaching
Program
Meets regularly with Peer Coach and new teachers for updates
on project and progress
Mediates any difficulties/conflicts between the peer coach and
new teacher
Provides feedback for the evaluation of the project
Supports the continuation of the comprehensive induction
program at the conclusion of the project.
Other Instructors
Assist in creating a supportive teaching environment in the
program
Provide support to new teacher
Invites new teacher(s) into their class to observe.
PEER COACH STIPENDS
A stipend will be provided to one Peer Coach from each
program selected for this project. The stipend will be based on
the number of new teachers that the Peer Coach will support.
Each Peer Coach is able to support a maximum of three new
teachers.
Stipends will be paid at the successful completion of the
project:
Peer Coach with one new teacher: $1,600 (45 hours)
Peer Coach with two new teachers: $2,300 (65 hours)
Peer Coach with three new teachers: $3,000 (85 hours)
It is helpful to get my
coach’s feedback and
suggestions about what
I’ve discussed in class,
and it is also very useful
for me to hear about
what she is working on.
Hearing about her
teaching approach has
For more information about the Peer Coaching for
New Teachers project, please contact
Jacqueline Lynch
jmlynch@qcc.mass.edu
508-854-4556
inspired me to consider
different teaching
practices and resources I
can use in the classroom.
FY’16 New Teacher/Coachee