{"content":{"sharePage":{"page":0,"digests":[{"id":"16593641","dateCreated":"1257740840","smartDate":"Nov 8, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/varsity-development.wikispaces.com\/share\/view\/16593641"},"dateDigested":1532287601,"startDate":null,"sharedType":"discussion","title":"Peer Coaching","description":"Peer Coaching<br \/>\n<br \/>\nKEY POINTS<br \/>\n<br \/>\nPeer coaching is a process in which two professional colleagues work together for a specific, predetermined purpose in order that teaching performance can be improved as well as validated. The purpose may be to reflect on current practices or to expand, to refine, and build new skills. Peer coaching can be utilized to share new ideas; to teach one another; to conduct classroom observations; or to solve problems faced in the classroom. The formal process consists of a pre-observation conference, an observation and a post-observation conference. Peer coaching is non judgmental, and non evaluative and is always driven by the person being coached. Peer coaching focuses on the collaborative development, refinement and sharing of professional knowledge and skills. All coaching models have the same end goal - to improve teaching and learning - and all involve the use of peers\/colleagues to achieve this goal. <br \/>\n<br \/>\nStatistical support for peer coaching comes from many sources. Perhaps the most easily understood data follows: <br \/>\n\u2022    5% of learners will transfer a new skill into their practice as a result of theory<br \/>\n\u2022    10% will transfer a new skill into their practice with theory and demonstration<br \/>\n\u2022    20% will transfer a new skill into their practice with theory and demonstration, and practice within the training<br \/>\n\u2022    25% will transfer a new skill into their practice with theory and demonstration, and practice within the training, and feedback<br \/>\n\u2022    90% will transfer a new skill into their practice with theory and demonstration, and practice within the training, feedback, and coaching<br \/>\n<br \/>\nSome of the benefits reported by educators who have been involved in peer coaching are:<br \/>\n<br \/>\n<br \/>\n\u2022    improved student achievement and progress<br \/>\n\u2022    enhanced sense of professional skill <br \/>\n\u2022    increased ability to analyze their own lessons <br \/>\n\u2022    better understanding of what we know about good practices in teaching and learning <br \/>\n\u2022    wider repertoire of teaching and learning strategies and resources <br \/>\n\u2022    deeper sense of efficacy <br \/>\n\u2022    stronger professional ties with colleagues <br \/>\n\u2022    improved teaching performance <br \/>\n\u2022    a better understanding of curriculum <br \/>\n\u2022    more cohesive school culture <br \/>\n\u2022    positive school climate<br \/>\n<br \/>\n<br \/>\nREQUIREMENTS FOR SUCCESS<br \/>\n<br \/>\n\u2022    Strong administrative support for the training of peer coaches, and the implementation of a peer coaching process in a school<br \/>\n\u2022    A willingness to develop creative ways to make time for the three elements of a peer coaching process<br \/>\n\u2022    All peer coaches should be trained to be peer coaches, as the skills involved are somewhat different to teaching<br \/>\n\u2022    A strong trust-based relationship exists between the coach and the teacher being coached<br \/>\n\u2022    The process can never be mandated<br \/>\n<br \/>\nPOTENTIAL INHIBITORS<br \/>\n<br \/>\n\u2022    Lack of support from school administration in the implementation and sustainability of the coaching process<br \/>\n\u2022    Lack of support for new coaches as they develop their skills","replyPages":[{"page":0,"digests":[{"id":"16657093","body":"This sounds a lot like the model for Instructional Coaching - what's the difference?","dateCreated":"1257851997","smartDate":"Nov 10, 2009","userCreated":{"username":"mbuzo1","url":"https:\/\/www.wikispaces.com\/user\/view\/mbuzo1","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1257851012\/mbuzo1-lg.jpg"}},{"id":"16816545","body":"Essentially all forms of coaching share a basic process. A pre-observation meeting, an observation and a post-observation meeting. This is the way I choose to differentiate between instructional and peer coaching. In Instructional Coaching, the coach is usually more highly skilled in a specific curriculum area, teaching practice or knowledge base and is sharing that with the person they are coaching. It is usually more directed by the coach, and may include modelling as well as coaching. It is usually more about knowledge and\/or skill transferance. In peer coaching, the whole process is driven by the person being coached and if more about the coach providing a different perspective, or another set of eyes, for the person being coached in their classroom. It is important to emphasise that peer coaching and instructional coaching are not mutually exclusive, that coaching relationships can move from one to another quite naturally, and that the intent is always to grow both participants in the process. Hope this helps.","dateCreated":"1258067901","smartDate":"Nov 12, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}