ICT Peer Coaching Program Manual This program is based on the Microsoft ICT Peer Coaching Program and is part of Microsoft’s Partners in Learning Program, in which the Department of Education and Early Childhood Development Victoria is a partner. ICT Peer Coaching Program Manual Table of Contents ICT PEER COACHING PROGRAM ................................................................................................................. 4 INTRODUCTION .................................................................................................................................................... 4 PURPOSE OF THIS MANUAL .................................................................................................................................. 4 Peer coaching and ICT .................................................................................................................................. 4 Why peer coaching? ....................................................................................................................................... 5 What is peer coaching? .................................................................................................................................. 5 Role of School Leadership ............................................................................................................................. 5 The Coaching Cycle ....................................................................................................................................... 7 SCHOOL LEADERS SECTION ......................................................................................................................... 8 GETTING STARTED .............................................................................................................................................. 9 Guiding Questions for thinking about an ICT Peer Coaching Program ....................................................... 9 Is your school ‘Coaching Ready’? - What do coaches and coachees identify as the success characteristics? ....................................................................................................................................................................... 9 Identifying ICT Peer Coaches ........................................................................................................................ 9 Characteristics of a Successful Peer Coach ................................................................................................ 10 Teacher readiness to become a coachee ...................................................................................................... 10 ICT Peer Coaching Program and the ePotential ICT Capabilities Resource for Teachers ........................ 10 Other Resources to Support School Leaders to Plan Professional Learning Programs ............................. 11 SL RESOURCE 1 SCHOOL SUPPORT AGREEMENT............................................................................................... 12 SL RESOURCE 2 BUILDING A CULTURE OF PROFESSIONAL LEARNING .............................................................. 15 SL RESOURCE 3 PERFORMANCE AND DEVELOPMENT CULTURE SELF ASSESSMENT FRAMEWORK LEVELS 4 AND 5 ........................................................................................................................................................................ 17 PEER COACHES SECTION ............................................................................................................................. 19 ICT PEER COACHES .......................................................................................................................................... 20 Communication Skills .................................................................................................................................. 20 OTHER POSSIBLE QUESTIONS STEMS................................................................................................................. 21 PEER COACHING RESOURCES ............................................................................................................................ 22 PC RESOURCE 1 PEER COACHING ROLES AND RESPONSIBILITIES ..................................................................... 23 PC RESOURCE 2 PEER COACHING PLAN ............................................................................................................ 26 You as ICT Peer Coach................................................................................................................................ 26 Introducing Your Program .......................................................................................................................... 26 Background Information .............................................................................................................................. 26 Connecting Peer Coaching To Other Initiatives .......................................................................................... 27 Looking Ahead ............................................................................................................................................. 27 Reflection ..................................................................................................................................................... 27 PC RESOURCE 3 NORMS OF COLLABORATION: INVENTORY .............................................................................. 28 This is a good resource to use to help you reflect on your practice as a peer coach. You might want to seek permission from your coachee to video tape a peer coaching session and use the inventory to guide your reflection. Alternatively, you could ask a colleague to sit in on a session and observe you. ...................... 28 When working with my coachee(s) I … ........................................................................................................ 28 PC RESOURCE 4: INTRODUCING THE ICT PEER COACHING PROGRAM TO TEACHERS ....................................... 30 COACHEES ........................................................................................................................................................ 31 BEING A COACHEE ............................................................................................................................................ 32 Coachee Resources ...................................................................................................................................... 32 C RESOURCE 1 PERSONAL PEER COACHING PLAN ............................................................................................ 33 C RESOURCE 2 LEARNING ACTIVITY CHECKLIST .............................................................................................. 35 C RESOURCE 3 COLLABORATION LOG............................................................................................................... 36 GENERAL PROTOCOLS ................................................................................................................................. 37 THE COACHING PROTOCOL - PLANNING ............................................................................................................ 38 THE COACHING PROTOCOL - REFLECTION ........................................................................................................ 40 APPENDIX 1 ....................................................................................................................................................... 42 FREQUENTLY ASKED QUESTIONS ABOUT COACHING (FAQ) ............................................................................. 42 2 What are some of the roles coaches play? ................................................................................................... 42 Is the coach there to provide technical support? ......................................................................................... 43 What is reasonable for teachers to expect from their coach? (I am already busy, and I am worried that other teachers will expect too much of me). ................................................................................................. 43 How do I find time to coach other teachers during the workday? ............................................................... 43 How do I get started as a coach? ................................................................................................................. 44 How do schools evaluate the success of their peer coaching program? ...................................................... 44 PEER COACHING REFERENCES ................................................................................................................. 45 3 ICT Peer Coaching Program The more powerful technology becomes, the more indispensable good teachers are. - Michael Fullan Introduction The ICT Peer Coaching program was made available through Microsoft’s Partners in Learning (PiL) Program. The Department of Education and Early Childhood Development (DEECD) is a partner in this program. Information about PiL can be found at: http://pc.innovativeteachers.com/mpc_web/default.aspx. The ICT Peer Coaching program was piloted in 2007 and has been an integral element of the Catalyst: Changing Teacher Practice initiative, DEECD’s 2008-09 PiL program. The ICT Peer Coaching program has also been used by the Ultranet coaches to support teachers in the integration of Information and Communication Technologies (ICT) in their learning and teaching programs. Purpose of this manual There is no single approach to professional learning which fully meets the needs of every teacher or school. The ICT Peer Coaching program is grounded in research and customisable to both teacher goals and whole school goals, but it is just one strategy in a repertoire of strategies, such as action research, just-in-time support, professional learning networks, etc. Peer coaching also needs to be considered within the context of other professional learning programs and initiatives provided by DEECD. Many of the strategies and resources included in this manual could be used to support individual instances of peer coaching. However, this manual is also a resource to support the implementation of a school-wide culture of peer coaching, and to embed professional learning in the daily work of teachers. Each template is numbered. They are coded as follows: SL – School Leader resource PC – Peer Coach resource C – Coachee resource Peer coaching and ICT The term, ICT Peer Coach, is used in this manual to refer to teachers who have a designated role as an ICT peer coach within their school. The ICT Peer Coach supports teachers to integrate ICT in their learning and teaching program effectively to maximize student learning. This manual has been developed as a school-based model, and as such, the ICT Peer Coach is a peer, a fellow staff member, not from outside the school. He or she may be a full time classroom teacher, they may have another role in the school in combination with their ICT peer coaching role, or they may be full time in the role. The number of coachees the ICT Peer Coach can work with in their school depends on the time release available for both coach and coachee. However, the model and resources included in this manual are flexible and adaptable and could be used by external personnel such as Ultranet coaches, Teaching and Learning coaches and other regional personnel. 4 Why peer coaching? The relationship between three types of professional learning or training and their impact on teachers is shown in the following table. According to this data, peer coaching is among the types of training activity that have by far the greatest impact on what happens in classrooms. The data in the table was adapted from the research of Joyce and Showers, who are leading researchers in the area of peer coaching. Type of training Theory Practice Coaching, study teams, peer visits Knowledge Mastery 85% 85% 90% Skill Acquisition 15% 80% 90% Classroom Application 5 -10% 10 -15% 80 - 90% This table was adapted from the research of Showers and Joyce on the impact of professional development. Peer coaching reflects the department’s Seven Principles of Highly Effective Professional Learning (http://www.sofweb.vic.edu.au/blueprint/fs5/default.htm) in that the professional learning is: focused on improving student outcomes informed by the best available research on effective learning and teaching embedded in teacher practice collaborative and reflective based on feedback and evidence to guide teacher learning an ongoing, supported element within the school culture. What is peer coaching? Peer coaching is a process by which teachers work with one another to share expertise and provide feedback, support and assistance. The peer coach does not advise or tell. He or she asks questions and supports the coachee to find their own answers. Peer coaching is not mentoring. Peer coaching: provides job-embedded professional feedback and support promotes active learning by offering teachers opportunities to become involved in meaningful discussion and planning, observe other teachers, be observed, and receive feedback offers teachers opportunities to link the ideas learned in professional learning sessions to their teaching context is a collaborative partnership between peer coach and coachee and not a mentornovice relationship. Role of School Leadership Peer coaching is a valuable strategy for building capacity at the school level. It can develop leadership qualities in coaches and increase the capacity of teachers to work more effectively, which benefits not only the teachers with whom the coaches work, but also other teachers across the school, as new practices are modeled, shared and co-developed. However, the impact of coaches and coaching programs depends on the level of support given to the program by the school leadership. An effective peer coaching program in a school can be sustainable only if it aligns with the school’s goals and culture. While it can be relatively easy to match coaching with school goals, it isn’t always easy to fit coaching within a school culture that does not support collaboration among teaching staff or shared leaders. A school culture where professional learning is seen as part of teachers’ daily work, not disconnected or added on at the end of the school day, where classroom observations, ongoing professional conversations and 5 reflection on what makes good learning and teaching are a regular and valued part of the school day, is a culture which allows peer coaching to have the greatest impact. Peer coaching can contribute to the creation of a collaborative work culture and a learning community that values and believes in continuous improvement, when school leaders’ support is practical and informed. 6 The Coaching Cycle The Coaching Cycle outlined below shows how a model of peer coaching develops. Assess Determine preparation required by both coach and coachee. Set Goals (Pre-Observation Conference) Coachee and Coach work collaboratively to: Identify school goals. Determine classroom goals. Identify activity/project. Determine required skills. Prepare Coachee and/or Coach: Set model for learning activities. Plan activity/project. Share lessons/resources. Create/adapt materials. Review/learn ICT skills. Implement (Observation) Model/team teach (Coachee and/or Coach) Apply/adjust (Coachee) Observation and data collection (Coach) Reflect/Debrief (Post-Observation Conference) Presentation and analysis of data (Coachee and Coach) Reflect on learning (Coachee) Plan future activities (Coachee and Coach) 7 School Leaders Section 8 Getting Started As with any school-based initiative or program, support by the school leadership team is essential for the program to have an impact at school level. School leaders need to demonstrate an understanding of the goals of the program, how it supports and complements broader school goals, and most importantly, the benefits it offers for student learning. Peer coaching is an effective means of professional development only if it aligns with the schools’ educational goals and professional development plan. Whatever the schools’ goals, it is critical that coaches, teachers they collaborate with and their principals have a clear understanding of how peer coaching supports attainment of the goals. Classroom teachers have to focus their efforts on reaching the school’s goals, and coaches need to collaborate with teachers to create and implement ICT rich projects designed to address the goals. The following guiding questions may assist school leaders to consider the value of the ICT Peer Coaching Program in their school and articulate this to the broader school community. Guiding Questions for thinking about an ICT Peer Coaching Program Why do we think an ICT peer coaching program has a role to play in the professional learning of our teachers? How will it support student learning? How will an ICT peer coaching program support the School Strategic Plan or the Annual Implementation Plan? How can we best support an ICT peer coaching program (consider budget for time release and resources, e.g. software, personnel, professional learning)? What outcomes do we want for the ICT peer coaching program at this school? How will the ICT peer coaching program be introduced to staff? Is your school ‘Coaching Ready’? - What do coaches and coachees identify as the success characteristics? The following questions may you plan for you ICT Peer Coaching Program. Are teachers always ready to help each other? Is there an existing culture of support? Do school learning and teaching goals include ICT? Is there a culture of professional risk-taking in the school? Is there trust in ICT Peer coaches to use their time well? Are there adequate ICT hardware, software, technical support and access for all teachers and students across the school? Does the leadership team take a flexible approach to scheduling time for ICT Peer Coaches and their coachees to meet? Do teachers in this school see themselves as lifelong learners and do they actively seek ways to improve their classroom practice? Is the school leadership team committed to the implementation of an ICT peer coaching in the school? Identifying ICT Peer Coaches What will the role of the ICT Peer Coaches at our school be? What skills, strengths and understandings will our ICT Peer Coaches need? How will we identify potential ICT Peer Coaches? Will it be through application, nomination or invitation? What processes and timelines are needed for selecting ICT Peer Coaches? What support will be available to the ICT Peer Coaches? 9 Characteristics of a Successful Peer Coach Teachers have identified the following success characteristics for Peer Coaches: Ability to build trust with peers Builds on a teacher’s needs Open to learning about new and emerging technologies Team player Communicates well, listens to teachers Knows what teachers are doing in their classrooms Can show teachers how to build on what they are doing with different pedagogical approaches and integration of ICT Able to give teachers a menu of options and let them decide what might be useful for them Always has a back-up (plan in case of ICT glitches) Highly organised, plans well in advance Strong work ethic Understands that there will be a lot of extra work Provides a safe risk-taking environment - is non-threatening, non-judgemental and accepting Flexible Has enough depth and breadth of knowledge to help teachers who are at various stages of ICT integration, including knowledge of sound pedagogical practices Knowledge of how to organise/structure an ICT-rich learning environment Recognised by staff as a strong or outstanding teacher Teacher readiness to become a coachee What coaches say are the success characteristics of teachers who use coaching effectively. The teacher: sees the need and purpose for this work is able to see how valuable it is recognises it is okay to make mistakes or ask ‘dumb’ questions is open to learning and open to being supported to think more deeply about their teaching practice is committed to learning, and willing to try new things out feels okay about taking risks and failing maintains a flexible classroom approach, including willingness to change teaching styles, curriculum and timetable able to make use of peer coaching as a professional learning opportunity. As you work through the sections above, you may wish to refer to SL Resource 1: School Support Agreement with your ICT Peer Coaches to formalise this process. This document outlines the support the school will give peer coaches to complete a successful ICT Peer Coaching Program in the school. ICT Peer Coaching Program and the ePotential ICT Capabilities Resource for Teachers The ePotential: ICT Capabilities Resource for Teachers (http://epotential/education.vic.gov.au) is available to all Victorian government schools. It provides an online survey for classroom teachers to place themselves on the continuum of ICT capabilities. Based on the survey results, teachers are guided to banks of interactive resources, journal tools and planning tools to support ongoing professional learning. 10 The continuum moves from Foundation, Emergent, Innovative and Transformative levels across the key areas of: Learning and Teaching Assessment and Reporting Classroom Organisation ICT Ethics Resources ICT Professional Learning ICT Leadership. ICT Peer Coaches can play a significant role in transforming learning and teaching and building the capacity of schools. The table below illustrates the characteristics of ICT Peer Coaches operating at a Transformative level on the ePotential ICT Capabilities Resource for Teachers. Key Areas Learning and Teaching Assessment and Reporting Classroom Organisation ICT Ethics Resources ICT Professional Learning ICT Leadership Transformative Level Uses ICT innovatively to engage students in a way that was never possible before, leading to learning new things in new ways Encourages, develops and implements digital assessment and reporting tools for effective learning and teaching for whole school and beyond Creates environments where students are empowered to use ICT in a manner that meets their individual learning needs, maximising available resources Leads students and peers in the socially responsible practice and access of ICT for learning and teaching Contributes and provides leadership for the use of ICT resources for a richer learning and teaching practice Leads, evaluates and supports Professional Learning for the optimal use of ICT for new and effective ways of learning and teaching Provides leadership within and beyond the school for peers to integrate ICT for powerful learning and teaching. Other Resources to Support School Leaders to Plan Professional Learning Programs School Leader resource descriptions and the resources themselves follow. SL Resource 1: School Support Agreement may be a useful planning tool for school leaders to plan for the professional learning culture they wish to cultivate across the school. It could assist them to use ICT Peer Coaches to further support and enhance the existing strategies and culture. SL Resource 2: Building a Culture of Professional Learning is a reflection tool that enables principals to evaluate the school’s values, approaches and levels of collaboration. This will assist them to develop goals to identify areas in the school culture that most need improvement, and to plan for high quality professional learning to embed effective ICT practices. SL Resource 3: Performance and Development Culture Self Assessment Framework (Levels 4 and 5) is included in this manual as an additional resource to assist principals to evaluate the potential of a Peer Coaching Program for their school. 11 SL Resource 1 School Support Agreement NAME OF PEER COACH: E-MAIL: ROLE IN SCHOOL: NAME OF PRINCIPAL: E-MAIL: NAME OF SCHOOL: REGION: Background and Rationale How will ICT peer coaching support student learning and teacher professional learning in your school? How will it support DEECD initiatives such as the Ultranet or the Netbook pilot? Consider issues such as: School vision, goals (eg. literacy and numeracy) and links to the Annual Implementation Plan Professional learning approaches which already exist in your setting and ePotential data Current professional learning needs of staff School and individual professional learning plans Role of school leadership in supporting an ICT Peer Coaching Program _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 12 Peer Coach Roles and Responsibilities What is the role of the peer coach in your school (consider recruitment of coachees, communication with school leadership on program implementation and evaluation)? You may wish to refer to PC Resource 1: Roles and Responsibilities for assistance with this section. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Structure Who will your peer coach work with? (Will the coaching be one on one? Will your coach be working with a team of teachers at the same year level or domain/faculty? Will your coach work with a range of teachers?) _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Time When will the coach and participating teacher meet? (Consider: release time, common planning times, after school, online etc.) _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Budget What financial resources for release time or professional learning will be provided to support peer coaching? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Evaluation How will you evaluate the success of peer coaching? What methods will you and your school use to measure the success of peer coaching in your school and its impact on student achievement? (Evidence might include PoLT attitudinal surveys (student), learning journals, digital stories or portfolios, samples of students’ work). _________________________________________________________________________ _________________________________________________________________________ 13 _________________________________________________________________________ Communication with Staff How will staff learn about the peer coaching program, its structure and the support available for coachees? How will coachees be invited to join the program? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Peer Coaching Showcases How will the school create regular opportunities for all peer coaches and coachees to get together with the wider school community to share experiences and celebrate progress? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Sustainability of Peer Coaching Program: How will the ICT Peer Coaching Program grow and expand within your school, and build on the expertise developed by peer coaches and the coachees? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Signature _______________________________ (Principal) Date ___________ Signature _______________________________ (Coach) Date ___________ 14 SL Resource 2 Building a Culture of Professional Learning Collaboration Collective Focus on Student Learning Professional learning includes teachers’ investigations of their own and each other’s practice. Coaching is used for a variety of purposes and audiences. Professional learning is centered on student learning. The teaching community shares collective responsibility for student learning. A teacher’s professional inquiry is informed by what is currently known about learning and teaching, the professional knowledge base. Professional learning leadership is shared among teachers and the Principal. Professional learning is based on a teacher’s experience, is practical, and has direct application to a teacher’s work. Peer coaching skills and practices are included in the school’s professional learning program. The teaching community shares clear purposes and goals for its learning drawn from students’ needs. Decision making about professional learning is democratic, inclusive, and binding. Professional learning is structured by action research. The school fosters a climate of trust, encouragement and high professional expectations. Reflective Dialogue Deprivatisation of Practice Opportunities for professional discourse are frequent, consistent, and sustained over time. Professional discourse is based on evidence of student learning and professional research. Shared Values Structured Methodology Connected to Other Aspects of School Change 15 Meetings regularly include discussions of learning and teaching. Professional learning is grounded in participants’ questions about their work. Classroom peer observations are used to study exemplary and emerging practices. The teaching community shares beliefs about its ability to influence student success. The teaching community shares strong commitment and motivation to learn and improve. Student work is a primary source for focusing and gauging progress in professional learning. Strategic planning and resource allocation integrates professional learning needs. 16 SL Resource 3 Performance and Development Culture Self Assessment Framework Levels 4 and 5 Element 1. Induction for teachers new to the school 2. Use of multiple sources of feedback on teacher effectiveness for individual teachers and teams of teachers Level 4 Accreditation Level Level 5 This school: This school meets all Level 4 criteria plus it: has a comprehensive set of induction materials, which are kept up to date. ensures that all new teachers participate in an effective induction program, which includes mentoring. provides training for staff involved in mentoring and induction. monitors and evaluates the induction program on a regular basis. ensures that induction and mentoring programs are aligned with VIT and DEECD guidelines. ensures that all teachers participate in a feedback program that uses at least 3 data sources including student outcomes data. has institutionalised the use of multiple sources of data for teacher development. evaluates its feedback program on a regular basis. adopts or develops new, innovative approaches to induction/mentoring. uses research to guide the development of new practice. measures outcomes of the induction program on teacher effectiveness. is trialling new, innovative approaches to the use of teacher feedback. uses research to guide the development of new practice. measures impact of feedback program on teacher effectiveness. is involving teachers in trialling or adopting value-add techniques for the collection of feedback data. 17 Element 3. Customised individual teacher development plans based on individual development needs, student learning and school priorities 4. Quality professional development (PD) to meet individual development needs 5. Belief by teachers that the school has a performance and development culture Level 4 Accreditation Level Level 5 This school: This school meets all Level 4 criteria plus it: has current, individually customised development plans for all teachers, informed by multi source feedback. regularly reviews and/or updates individual teacher development plans. aligns individual teacher development plans to school priorities and improved student learning. ensures that all teachers participate in a structured PD program, which is explicitly linked to both individual needs and to school priorities. has high quality PD at both and individual level. can demonstrate skill or knowledge transfer into the classroom and positive impact on students. links PD to career and succession planning and teacher’s future aspirations. ensures that PD program reflects the Principles of Highly Effective Professional Learning. effectively implements PD policy and guidelines. evaluates PD programs on annual basis. has between 75% and 90% of teachers who feel that the school supports individual professional growth and development. has an innovative process for developing customised plans. has frequent value-adding discussion about progress against development plans. adopts or develops new, leading-edge PD approaches. uses research to guide the development of new practice. can demonstrate and measure impact of PD on student learning. has more than 90% of teachers who feel that the school supports individual professional growth and development. 18 Peer Coaches Section 19 ICT Peer Coaches ICT Peer coaching can play an important role in supporting teacher professional learning. Whether a volunteer or a nominee, it is helpful for the peer coach to develop an understanding about their role. The following section provides information and resources which may be of use to you as you prepare for your role or as you work with your coachee(s). Communication Skills Coaching is a highly collaborative activity that requires a strong, trusting relationship between the coach and collaborating teachers. A coach who is able to use a variety of communication skills will be able to maintain a balance between being an expert (eg. who advocates a specific approach to a lesson) and a peer (eg. who offers support and encourages reflection). Through the ICT Peer Coaching Program, or any coaching program, a range of communication skills should be used. These skills help coaches understand and build trusting relations with collaborating teachers. The following is drawn from the works of Art Costa and Robert Garmston (2002) and Laura Lipton and Bruce Wellman (2001). Active Listening occurs when the listener is fully attending to the speaker, blocking out competing thoughts with the intent of discussing with the speaker details of the presented idea, problem, or concept. An active listener will often lean into the conversation to signal close attendance to the conversation. Paraphrasing is where the speaker ensures the listener has heard the idea or problem accurately. This signals that the listener is trying to understand the speaker’s viewpoint. It can also be used to organise the speaker’s thoughts into categories, and to extend a conversation. Pausing before speaking allows for thinking time in a conversation and demonstrates that all participants are processing what they heard before speaking. Clarifying Questions are used to provide the listener with information so he/she can have a clearer picture or understanding of a topic or idea presented by a speaker. They are factual, e.g. “How did you present the lesson to the students?” or “What experience did the students have with animation before this lesson?” Probing Questions are more thought provoking and are meant to help a coachee see multiple perspectives or to think more deeply about a topic. They often call for speculation, e.g. “How might the lesson have been changed if you had started with a different task?” 20 The following list may provide some ‘cues’ for you to use when working with your coachee(s). Communication Skills for Peer Coaches Active Listening □ Is focused on the speaker □ Is blocking out all competing thoughts □ Is leaning forward and nodding Paraphrasing □ Is restating what was stated □ Is used to check for understanding □ Clarifies what was heard by summarizing □ Indicates acceptance and encouragement □ Establishes a relationship between the speakers How did you. . . What. . . ? How did . . . ? So…? So what you are wonderin is…? As you…? So your hunch is…? You’re thinking…? Clarifying Questions □ Lead to a clear picture or understanding of a topic or idea □ Are factual □ Are answered quickly □ Are used to gather information How did you. . .? What. . . ? How did . . . ? Probing Questions □ Are thought provoking □ Encourage deeper thinking □ Usually start with a paraphrase □ Are often open-ended You said. . ., have you ever thought about. . . ? Why. . . ? What might the next step be? What did you learn from that? Are there other strategies that you could use to...? Other Possible Questions Stems Identifying strengths stems… This work seems to…… I can see that you have…… You have given thought to…… Probing question stems… What were you aware of in yourself as you………….? What might be some connections between this work and ………..? What will influence your decision about…….? What was your intention…………? Clarifying question stems… How did you………..? What…………? How did…….? How long………..? Your ideas… 21 Peer Coaching Resources The following resources have been included: PC Resource 1: Roles and Responsibilities lists a range of potential responsibilities you may want to consider as you start to think about your role. This list may change as you work with different coachees, and you may even want to work on this collaboratively with a potential coachee to customise their level of support. PC Resource 2: Peer Coaching Plan This resource is intended to further clarify your thinking about your role as an ICT Peer Coach and also where this role fits within the broader key programs and goals within the school. PC Resource 3: Norms of Collaboration Inventory can assist you to reflect on your communication skills as peer coach. PC Resource 4: Introducing the ICT Peer Coaching Program Appendix 1: Frequently Asked Questions about Coaching can be found at the end of this manual. 22 PC Resource 1 Peer Coaching Roles and Responsibilities Note: The following list of peer coaching roles is an attempt to define the possible tasks of an ICT Peer Coach. You are NOT expected to do all of the things on this list. Look over the possible roles and responsibilities that a peer coach might have, depending on the time and resources available, in your school. Determine which roles you might play by checking () the box next to the description. Use the additional lines to add other roles not listed. = Yes, I plan to do this. = No, I do not plan to do this. (Leave blank) ? = I don’t know. Peer Coaching Set goals with participating coachees about what they want to accomplish in the year. Establish how you will measure these goals. Help coachees determine an area of the curriculum to begin to integrate ICT. Support coachees to develop curriculum linked to VELS and PoLT. Support coachees to develop online learning opportunities linked to VELS and PoLT, including the use of online tools Support coachees to introduce and/or implementing a 1 : 1 program Support coachees to ensure higher-order thinking skills is integrated into curriculum planning and assessment Co-develop rubrics to assess skills, confidence and understanding. Share examples of student samples and ideas that coachees could use in their classrooms. Demonstrate lessons that integrate ICT. Provide support in using school-based curriculum planning documents for planning a unit of study (see Curriculum Planning Guidelines, Intel® Teach Program). Model multiple ways to integrate ICT in your own classroom. Provide support on managing regular ICT use in the classroom. Provide support on assessment and reporting strategies and practices. Co-teach a lesson that integrates ICT you have planned together. Debrief collaboratively with the coachee on what worked, what didn’t, and how a lesson or activity might be modified in the future to be more effective. Support coachee to develop skills in ICT as required. Negotiate a meeting schedule. Other : 23 Managing Assist coachees to optimise student access to ICT in the classroom. Assist coachees to optimise student access to ICT throughout the school. Assist coachees to create a learning environment that supports independence, inter-dependence and self-motivation in students (e.g. Students rotate to stations, work individually or in teams etc.). Collaborate with coachee to prepare for student learning by creating a sample product, or selecting Web resources, or creating scaffolding tools etc. Assist participating coachees to assess their ICT skills and knowledge (using surveys, rubrics, etc.). Use assessment results to determine the professional learning needs of the participating coachees. Help coachees track their progress and growth. Other: Professional Learning Plan professional learning opportunities that will help coachees support student learning. Provide coachees with information on conferences, workshops, seminars etc. available beyond the school which could support their professional learning needs. Provide information on self-paced training materials. Other: Technical Support Provide first level of technical support. Provide advice on technical trouble-schooting and classroom strategies Other: Organising Recruit teachers to participate in the coaching program. Negotiate with school leadership team on time, level of support, budget, etc. available to support the Peer Coaching Program. Select/adapt/develop planning checklists and tools to use when planning with individual coachees. Establish communication processes and program evaluation requirements with school leadership. 24 Plan to celebrate key milestones. Other: 25 PC Resource 2 Peer Coaching Plan This resource is intended to further clarify your thinking about your role as an ICT Peer Coach and also where this role fits within the broader key programs and goals within the school. You may wish to develop this plan collaboratively with your school leadership team to ensure that everyone is clear about its purpose. You as ICT Peer Coach Why do you want to be an ICT Peer Coach? What skills do you bring to this role? What is a goal(s) for your peer coaching program? Introducing Your Program You may wish to refer to PC Resource 1: Peer Coaching Roles and Responsibilities and PC Resource 4: Introducing the ICT Peer Coaching Program for assistance with this section. How will you introduce/promote the ICT peer coaching program to the staff? Background Information You may wish to refer to SL Resource 1: School Support Agreement for assistance with this section. How many coachees will you coach? How will potential coachees by invited? Does this need to be negotiated with the Principal? What will the duration of the coach/coachee partnership be? When could you meet with your coachee? What support is available to facilitate this? 26 Connecting Peer Coaching To Other Initiatives How could the work you do as a peer coach support the school goals and programs in your school, e.g. school Annual Implementation Plan (AIP), Netbook initiative, introduction of the Ultranet, school improvement in ePotential data? Looking Ahead What are some of the challenges you might face in your role as ICT Peer Coach? What are possible solutions? Where could you seek information, support, ideas? Reflection How do you plan to reflect on your experiences as peer coach during the year? How will you document this? What is the school leadership’s reporting reqirement on the program’s implementation? 27 PC Resource 3 Norms of Collaboration: Inventory This is a good resource to use to help you reflect on your practice as a peer coach. You might want to seek permission from your coachee to video tape a peer coaching session and use the inventory to guide your reflection. Alternatively, you could ask a colleague to sit in on a session and observe you. When working with my coachee(s) I … Rarely Occasionally Frequently Pausing Listen attentively to others ideas with mind and body Allow time for thoughts after asking a question or making a response Reword in own mind what others are saying to further understand their communication Wait until others have finished before entering the conversation Paraphrasing Use paraphrases that acknowledge and clarify content and emotions Use paraphrases that summarise and organise Use paraphrases that shift a conversation to different levels of abstraction Ask probing questions Seek agreement on what words mean Ask questions to clarify facts, ideas, stories Ask questions to clarify explanations, implications, consequences Ask questions to surface assumptions, points of view, beliefs, values Putting Ideas on the Table and Pulling Them Off State intention of communication Reveal all relevant information Consider intended communication for relevance and appropriateness before speaking Provide facts, inferences, ideas, opinions, suggestions Explain reasons behind statements, questions, and actions Remove, or announces, the modification of own ideas, opinions, points of view 28 Paying Attention to Self and Others Maintain awareness of own thoughts and feelings while having them Maintain awareness of others’ voice patterns, nonverbal communications and use of physical space Maintain awareness of groups’ tasks, mood and relevance of own and others’ contributions Presume positive intentions Act as if others mean well Restrain impulsivity triggered by own emotional responses Use positive presuppositions when responding to and inquiring of others Based on Norms of Collaboration Inventory reproduced with the permission of The Adaptive School: Developing and Facilitating Collaborative Groups, Robert Garmston and Bruce Wellman, Four Hats Seminars, 337 Guadalupe Drive, El Dorado Hills, CA 95762. 29 PC Resource 4: Introducing the ICT Peer Coaching Program to Teachers If the ICT Peer Coaching Program is new to the school, you will need to consider how best to introduce this model to teachers and encourage them to participate. It is best if you have first completed the SL Resource 1: School Support Agreement and PC Resource 1: Roles and Responsibilities so that you can provide as much information as possible. The storyboard template below is to use as a guide for what you might include in the information you develop for teachers. You may wish to use the storyboard to develop a product such as a PowerPoint presentation, a newsletter, a wiki etc, or to prepare your speaking notes. What is the Coaching Cycle and how could you explain it to teachers? What are some major roles and responsibilities you will play as a coach? What are some examples of things you could work on with a teacher? Who will be involved in coaching? When will the coach meet with the collaborating teacher? What is the focus of your coaching program eg. literacy and numeracy outcomes, integration of new technology such as Interactive Whiteboards, Netbooks, improvement of ePotential data across the school? How will teachers benefit from participating in this program? How can teachers get involved in the coaching program? Other notes: 30 Coachees 31 Being a Coachee Being a coachee offers you an opportunity to extend yourself professionally and to work collaboratively with a trusted colleague. Remember that in coaching, you are an active participant working in partnership with your coach, not in a mentor - novice relationship. In a successful coaching partnership, both coach and coachee learn from each other as they plan, implement, observe and provide feedback. Your coach is not your judge! Coachee Resources The following resources have been included: C Resource 1 Personal Peer Coaching Plan is a template to assist the coachee to develop a focus for their coach assisted professional learning. It can be used by a coachee individually or developed collaboratively with a peer coach. It should be linked to the broader school goals and reflect the level of support and time allocation available from their coach. C Resource 2 Learning Activity Checklist can be used as a planning, reflection or evaluation tool by the coachee individually or in collaboration with their peer coach or as a feedback tool by the peer coach. C Resource 3 Collaboration Log can be used to keep a log of the strategies you use to integrate ICT, and to reflect on their effectiveness. 32 C Resource 1 Personal Peer Coaching Plan This template is to assist the coachee to develop a focus for their coach assisted professional learning. It can be done by the coachee working alone or developed collaboratively with their Peer Coach. It should be linked to the broader school goals and reflect the level of support and time allocation available from the coach. This plan will form the basis of the first formal meeting between coach and coachee. Teacher Name: Peer Coach Name: Duration of coaching partnership – Start date: School’s Learning and Teaching Goals End date: What is your ICT Peer Coaching Goal (this could be a broad goal, requiring a number of coaching cycles, or something that may require just one or two cycles). How does this goal support the school’s broad learning and teaching goals? Why have you identified this goal as an area of need? How do you plan and assess the integration of ICT into learning and teaching currently? (You may want to refer to your ePotential ICT Capabilities Resource data). What types of ICT do you use in your classroom program currently and how confident are you in doing so? 33 How will your participation in the ICT Peer Coaching program benefit your students’ learning, particularly in terms of VELS data? What evidence will be collected to demonstrate improvement? What benefit do you hope to achieve through your participation in the ICT Peer Coaching program, particularly in terms of ePotential data? What evidence will be collected to demonstrate improvement? What assistance do you require from your ICT Peer Coach to help you achieve your goal? Questions/Items for discussion: 34 C Resource 2 Learning Activity Checklist This resource can be used as a planning, reflection or evaluation tool by the coachee individually or in collaboration with their peer coach or as a feedback tool by the peer coach. ICT for Learning and Teaching Engagement and Challenge The unit of work helps students: Students: □ □ □ □ □ □ □ □ □ □ □ □ □ to interpret, evaluate, hypothesize, synthesize information and create new knowledge improve literacy skills (written, oral, visual) improve learning with online information skills (e.g. find, evaluate, & organise information, credit sources) improve ability to understand and use quantitative information (statistics, measurements, etc.) in data table, graph, or symbolic form practice life/job skills e.g. teamwork, project management, cultural literacy, etc develop skills with various technologies achieve the identified Standards reflect on and monitor their progress to inform their future learning goals □ □ □ □ □ are involved in active learning (different learning styles are catered for) find value in the topic are given choices (topic, approach, evaluation i.e. rubrics etc.) are challenged (but not overwhelmed) create a product/performance or develop tools and strategies that can be transferred to real life situations know their product/performance or learning will be appreciated, used by, or make a difference to others in an authentic situation receive critical feedback on the quality of their learning from a variety of audiences e.g. peer, teacher, family get to bring their experience outside the classroom to bear on their work contribute to a positive learning community through developing their interpersonal skills take responsibility for their personal learning Problem-based and Inquiry Learning ICT for Powerful Learning Students must exercise logical and creative thinking to: ICT is used to: □ □ □ □ □ □ □ □ □ □ □ □ form a reasoned judgment solve a problem make a decision or choice plan a course of action persuade or convince someone justify an opinion explain a concept interpret a complex situation resolve a perplexing or puzzling situation troubleshoot and improve a system apply skills and understanding in a real-life situation □ □ □ □ □ □ □ □ □ □ □ give students access to quality information, primary documents, or points of view not available otherwise allow students to investigate a concept in ways infeasible otherwise e.g. human/animal anatomy differentiate learning for students with different needs help students understand abstract concepts enable students to participate in online inquiry help students with the problem-solving process e.g. using graphic organisers foster student discovery of concept or construction of their own understanding of a concept share ideas and communicate with remote groups enable students reflect on their learning e.g. Digital learning portfolios, blogs, journals help students receive feedback on their work from a community outside the classroom enable students to participate in the democratic process enable students to share their learning and understanding effectively 35 C Resource 3 Collaboration Log Use this log to reflect on each peer coaching cycle and your progress towards your overarching goal. ICT Peer Coaching Goal: Date Learning Focus for individual coaching cycle ICT Integration What Worked (based on evidence) What Needs to Change (based on evidence) Impact on Student Learning (based on evidence) Next Time… 36 General Protocols 37 The Coaching Protocol - Planning Purpose: This is a problem solving protocol that is useful for peer coaches as they work with their coachees. Use: To support a coachee to arrive at a practical course of action in relation to a teaching related issue around the integration of ICT. This can be related to a change in practice or innovation they are attempting. 1. Presentation Coachee provides an overview of a classroom practice issue or area of need they have around the integration of ICT Active Listening Is focused on the coachee Is blocking out all competing thoughts Is leaning forward and nodding 5 mins 2. Paraphrasing Coach paraphrases what’s been said. Coachee agrees or expands further. 5 mins 3. Clarifying Questions Clarifying Questions These questions are for information only, Lead to a clear picture or understanding of to help the coach understand the issue or a topic or idea need more fully. Are factual Are answered quickly Are used to gather information Examples: How did you…? What…? 5 mins 4. Paraphrasing (as required) 5 mins 5. Probing Questions Coach asks the coachee probing questions designed to encourage them to think more deeply about the dilemma. Coachee can respond or may choose to note down questions to reflect upon. Probing Questions Are thought provoking Encourage deeper thinking Usually start with a paraphrase Are often open-ended Examples: You said…Have you ever thought about…? Why…? Are there other strategies that you could use to…? What thinking about your classroom experience has brought you to this point? What changes (in your practice/level of understanding…) would you like to achieve? How will you know that change has taken place? What data will you need as evidence? 5 mins What might be the best way to capture the data? 38 6. Paraphrasing (as required) 5 mins 7. Debriefing Coach gives coachee opportunity to add anything further to the discussion. 5 mins 8. Next Steps Coach and coachee may choose to: Summarise next steps using the Collaboration Log (C Resource 3) Actions that may be required prior to observation session By coach: By coachee: Next meeting time: Resources required: Time as required 39 The Coaching Protocol - Reflection Purpose: This is a reflection protocol that is useful for peer coaches as they work with their coachees and follows on from the Coaching Protocol. Use: To support a coachee in reflecting on the data that has been collected for them by their peer coach and plan the next steps. 1. Thinking back… Peer Coach invites Coachee to present his/her thoughts on the session that was observed. Active Listening Is focused on the coachee Is blocking out all competing thoughts Is leaning forward and nodding 2. If data was not documented but is to be provided verbally, it should be presented in concrete terms eg. - I observed … - I heard… - 3 students demonstrated…by… - Your questioning techniques included… Feedback provided relates specifically to data Presentation of observation data Peer coach presents data to coachee and allows time for coachee to examine. 3. Reflecting on the data Peer coach asks coachee what his/her thoughts are of the data and what it demonstrates in relation to the focus of the coaching cycle. 4. Clarifying Questions Peer coach asks clarifying questions. 5. Analysing the Data; Identifying New learning (s) Coach asks the coachee probing questions designed to encourage them to draw upon the data to create new learning Clarifying Questions Lead to a clear picture or understanding of a topic or idea Are factual Are answered quickly Are used to gather information Examples: How did you…? What…? Probing Questions Examples What does that element of the data tell you about… What skills did you use when…? What’s your thinking about…? What might you do differently next time? If you think about where you started today, what have you learned? Where might today’s learning lead you in your classroom practice in the near future? 40 6. Debrief & Next Steps Coach and coachee may choose to: Summarise next steps using the Collaboration Log (C Resourse 3) Re-visit the coachee’s Personal Peer Coaching Plan (C Resource 1) to reflect any changes that may have been identified by the coachee in Step 5 Move directly into planning for next coaching cycle (see Coaching Protocol) Actions required: By coach: By coachee: Next meeting time: Resources required: Time as required 41 Appendix 1 Frequently Asked Questions about Coaching (FAQ) What are some of the roles coaches play? Assisting teachers in planning ICT rich learning and teaching This assistance could include helping teachers locate quality resources for a unit of work, identifying authentic learning opportunities which integrate ICT, developing appropriate assessment tasks. Raising awareness Increase teacher awareness of what’s possible with ICT and different ways it is currently being used in schools e.g. Animation, podcasts, wikis, blogs, online collaborative projects, digital story-telling, digital portfolios, student film festivals. Coaches may require feedback or a ‘critical friend’ to observe their use of ICT use in the classroom e.g. the way they introduce a new skill, manage students working collaboratively with ICT or model the use of a particular type of ICT to students. Coaches can provide this type of feedback or data required by a coachee to assist their professional growth. Coaches can also encourage coaches to reflect upon and analyse their classroom practice. Modelling/Team Teaching Modelling or team teaching a lesson helps teachers see what the effective integration of ICT looks like. Most coaches engage in this type of activity. Teachers and coaches report it is also extremely energising to collaborate in teaching a unit. It can also offer teachers fresh perspectives in how to structure learning activities. Coaches can foster collaboration among teachers at a whole school level. Providing one-on-one or small group training Coaches often provide one-one-one training for the teachers they work with. For example a teacher may have students working on autobiographies. The coach may help the teacher and a few of her students learn how to use a scanner or digital camera to include the students’ photos in their work. These students then share their expertise with other students. Providing informal assistance and advice Much of coaching happens informally as coaches encounter teachers during the school day. This may happen as you pass in the hallways or in the lunchroom Teachers may ask for one bit of timely advice. For example, one teacher might ask about resources on a Genetics or Levels of Government project. You might give this teacher the address of a great website on these topics. Another teacher might need support on how students can evaluate information they find on the Web. In response, you might point this teacher to online activities that would help students evaluate web-based information. One key is to be sure you provide a limited amount of high-quality information. One good website that a teacher can use is much better than a long list of sites they don’t have time to explore. 42 Is the coach there to provide technical support? Coaches cannot assume the role of technician If the ICT doesn’t work, teachers won’t ask the coach for assistance. However, coaches cannot assume the role of technician. If they do, they won’t have time to help teachers focus on ICT in their learning and teaching program. Through their observations and interaction with teachers, coaches may help develop better ICT trouble-shooting strategies for teachers. What is reasonable for teachers to expect from their coach? (I am already busy, and I am worried that other teachers will expect too much of me). You don’t need to be an expert in all areas You don’t need to be an expert in all areas, but you do need to know where to go for assistance. Successful coaches may be just one step ahead of their coachees Coaches are often just a step ahead and are engaged in continuous learning. Many coaches report that learning is a two-way street and they often learn a great deal from collaborating with their coaches. You won’t be able to impact on every teacher in your school Coaches should start small to guarantee success. The number of coachees you have and the level of support you are able to offer should be reflected by the level of support you in turn have been given by the school leadership team. Establishing a successful coaching program makes it more likely that your school will continue the program and add more coaches And time provides the opportunities for you to reach more teachers and for your school to decide if it should provide additional coaches. Coaching isn’t a one year program Coaching should be something you and your school see as an ongoing professional development effort for a number of years. How do I find time to coach other teachers during the workday? Scheduled professional learning time: most schools have professional development built in to their meeting schedules during the year. School-based professional learning meetings or team/unit/faculty planning meetings may provide some coaches with a scheduled meeting time on a weekly or fortnightly basis which enable them to meet on a regular basis. Release time: release time is also a common model to provide time for collaboration and is a practical way to allow modeling or team teaching. Where there are a number of peer coaches in place at a school, internal arrangements such as changes to the timetable may be made so that all coaches and coachees are working together in a block time to minimise disruptions or other timetabling changes at other times during the week. CRTs may be used. 43 How do I get started as a coach? Meet with teachers to understand their classroom plans Many coaches find it valuable to help teachers integrate ICT by enriching a unit of work or learning task the teacher has already created. Be enthusiastic and keep an open door You need to be supportive of teachers no matter what their ICT skills or plans. You also need to be available to help them. Have realistic time commitments You have to balance the need to help others with your own needs. Don’t try to do more than you can fit into your schedule. While you need to be available to help, you don’t have to have instant answers. You may respond to a request for help by saying, ‘I think I have something to help. Can we catch up about it tomorrow?’ How do schools evaluate the success of their peer coaching program? A variety of mechanisms could be used to evaluate the success of the peer coaching program. These could include: Student data linked to VELS Coachees may wish to discuss data from their ePotential ICT Capabilities Resource survey Samples of work developed by coachees (possibly working in collaboration with their coaches) Levels of student engagement Anecdotal evidence from both coaches and coaches. 44 Peer Coaching References Allen, Dwight W. and LeBlanc, Alyce C. (2005) Collaborative peer coaching that improves instruction: the 2 + 2 performance appraisal model. Victoria, Australia: Hawker Brownlow Education. Carr, Judy F., Herman, Nancy and Harris, Douglas (2005) Creating dynamic schools through mentoring, coaching and collaboration. Alexandria, Virginia: Association for Supervision and Curriculum Development. Costa, Arthur L. and Garmston, Robert J. (2002) Cognitive coaching: a foundation for renaissance schools. Massachusetts: Christopher Gordon Publishers. Diaz-Maggioli, Gabriel (2004) Teacher-centred professional development. Alexandria, Virginia: Association for Supervision and Curriculum Development. Ellison, Jane and Hayes, Carolee (2006) Cognitive coaching: weaving threads of learning and change into the culture of an organisation. Victoria, Australia: Hawker Brownlow Education. Powell, Graham, Chambers, Maryl mad Baxter, Gillian (2001) Pathways to coaching: a guide for team leaders. Bristol: TLO. Robbins, Pam (1991) How to plan and implement a peer coaching program. Alexandria, Virginia: Association for Supervision and Curriculum Development. Robertson, Jan (2005) Coaching leadership: building educational leadership capacity through coaching partnerships. Wellington, New Zealand: NZCER Press. Thomas, Will and Smith, Alistair (2006) Coaching solutions: practical ways to improve performance in education. Victoria, Australia: Hawker Brownlow Education.