Implementing Peer Coaching in PLTs
Teacher Leadership for
High Student Growth
Sara Overby
WCPSS Coordinating Teacher for Secondary Literacy, soverby@wcpss.net
http://relentlessteaching.files.wordpress.com/2011/01/3839519283_0161d9
b9b9.jpg
http://www.mccombs.utexas.edu/~/media/Images/MSB/BBA/alc/Untitled-9.jpg?h=300&w=980
Learn to be flexible!
Teachers who have
not prepared
themselves to be in
a constant state of
flux need to
reevaluate their
choice of
profession.
A teacher who is inflexible
will not survive very long
without burning out.
Melissa Kelly, Learn to be flexible, 2013
Change Our Thinking
Teachers need accessible opportunities and models
Improve Professional Practice
for collaboration, sharing of ideas, feedback and assistance
with their practice
Improve Student Learning
Jean M. Becker “Peer Coaching for Improvement of Teaching and Learning”
http://teachersnetwork.org/tnli/research/growth/becker.htm
What Kind of Professional Learning
Makes a Difference in Student Learning?
What percent…
5%
10%
20%
25%
90%
of learners will transfer a new skill into their practice as a result of
getting information about new research?
will transfer a new skill into their practice after information about
research AND with a demonstration at a workshop?
will transfer a new skill into their practice after information,
demonstration AND with practice during a workshop?
will transfer a new skill into their practice with information, a
demonstration, workshop practice AND feedback from workshop
presenter?
will transfer a new skill into their practice with information,
demonstration, practice and feedback within the training, and
coaching from peers at their school?
Dr. Bruce Joyce, "Staff Development Awareness Conference," Columbia, SC, January 1987.
What is Peer Coaching?
 a confidential process
 two or more professional colleagues
 work together
 reflect on current practices
 expand, refine, and build new skills
 share ideas and provide feedback
 teach one another
 conduct classroom research
 or solve problems in the workplace
What would you
want your peer
coaching to look
like, act like, sound
like, feel like in your
PLT?
As a Teacher?
As a Coach?
Pam Robbins, A Definition of Peer Coaching,
http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.aspx
Key Features
Lots of different labels… but ALL Peer
Coaching focuses on
 Collaborative development
 Refinement
 Sharing
 Craft of teaching
Peer Coaching has nothing to do with
 Evaluation
 Remediation to “fix” teachers
 “a dress rehearsal before the
final performance.”
 “a time when you can take
risks and try out new ideas,
instructional strategies, or
different approaches to the
curriculum and discuss the
results with a trusted
colleague.”
Pam Robbins, A Definition of Peer Coaching,
http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching.aspx
Reflect
Identify
Coaching Cycle
Refine
Learn
Practice
Coaching Cycle
Reflect
Identify
1.
2.
3.
4.
5.
6.
Refine
Inviting Teacher
Coaching Teacher
Goal of teaching practice
Current reality
Future Greatness
How Coach can
contribute
7. What Coach is not being
asked to contribute
8. Observation/Data Tool
Practice
Learn
WCPSS
Observation Tool
 What is worthy of
Coaching?
 Inviting Teacher
 Coaching Teacher
 Goal of teaching practice
 Current reality
 Future Greatness
 How Coach can
contribute
 What Coach is not being
asked to contribute
 Observation/Data Tool
Coaching Cycle
Reflect Coaching TeacherIdentify
Clarifies the key issues
Synthesizes the concerns
Simplifies the issue
Provides research
Explains best practice
Models practice
Refine
Inviting Teacher
Agrees on observation/data tool
Uses tool when observing Coach
Learn
Both
Explore Data
Discuss Implications
Practice
WCPSS
Observation Tool
How can I get
students to talk
more with each
other and not to
me?
What Data Tool?
Have a
conversation
with your
Coaching
partner.
Decide on
(or create!)
a good tool.
Model and observe
https://www.teachingchannel.org/videos/high-school-literature-lesson-plan
Explore Data, Implications
Coaching Conversation
Inviting Teacher: what I saw
Coaching Teacher: Active listening
Coaching Teacher second: what the data says
Inviting Teacher: Asks clarifying questions
Coach: I-statements
Questions before answers
Reflections and self-analysis before suggestions
Avoid Fix Its
Coaching Cycle
Reflect
Identify
Inviting Teacher
Implements in classroom
Allows observer/data
Videotapes self
Considers evidence
Refine
Coaching Teacher
Observes
Helps unpack data
Uses Active Listening
Responds to concerns
Practice
Learn
Model and observe
Strategies for Student Centered
Discussion
https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
Explore Data, Implications
Coaching Conversation
Inviting Teacher: what I saw
Coaching Teacher: Active listening
Coaching Teacher second: what the data says
Inviting Teacher: Asks clarifying questions
Coach: I-statements
Questions before answers
Reflections and self-analysis before suggestions
Avoid Fix Its
Coaching Cycle
Reflect
Refine
Identify
Options:
Next Gear? Or Different Road?
Do I want to try again?
Do I want more information/
tools?
Do I want to observe Coach’s
modeling again?
Learn
Do I want to work on something
else and come back to this?
Practice
Research shows…
Peer Coaching has these payoffs
 Increase of student learning
 Facilitate trust-building among colleagues
 Use as a problem-solving vehicle
 Create a forum for addressing instructional problems
 Increase discussion of professional research and professional
practice
 Encourage reflective practice and shared goals
 Reduce isolation among teachers
 Support and assist new and beginning teachers in their practice
From Jean M. Becker “Peer Coaching for Improvement of Teaching and Learning”
http://teachersnetwork.org/tnli/research/growth/becker.htm
YOUR PLT’s Implementation Plan
Reflect
Identify
Refine
Learn
All in?
or just a few?
One-coach, oneteacher?
Or “instructional
rounds”?
Observations?
Or videos?
Practice
Structure?