The evolution of peer coaching (original) (raw)
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PEER COACHING AS THE PROFESSIONAL DEVELOPMENT FOR TEACHERS
Introducation: Peer coaching is a process that are been conducted privately through which two or more professional colleagues are work together to reflect on current practices, expand, refine, and build new skills, share ideas, teach one another, conduct classroom research, or solve problems in the workplace. Although peer coaching seems to be the most prominent label for this type of activity, a variety of other names are used in schools such as peer support, consulting colleagues, peer sharing, and peer caring. These other names seem to have evolved, in some cases which are out of teacher discomfort with the term of coaching. Some people claim the word coaching shows that one person in the collaborative relationship has a different status. This concern is to be expected because the label may imply to some an inequality among colleagues that is inconsistent with the historical norm of a nonhierarchical structure within the teaching ranks. Sizer 1985, that state as research and experience inform us, " The reality is that a teacher has the same 'rank' in his or her last year of teaching as the first ". Teachers have the same classroom space, number of students, and requirements. This is regardless of how coaching relationships are been labeled. Teachers are all given full focus on the collaborative development, refinement, and sharing of craft knowledge for improvement. Many people get confused in differentiates between the evaluating and peer coaching. Evaluation and peer coaching is two different things. Evaluation is done base on the yearly appraisal towards the teachers and more focus on the capability and the effectiveness of the teachers in their teaching technique in order to make the teachers to be more efficient in teaching. Peer coaching is not intended as a corrective activity or strategy to " fix " teachers but peer coaching is to help the teachers or push the teachers to be more creative and innovative during the teaching and learning session. Peer coaching is also to encourage the teachers to share their problem, experience and knowledge with others teachers in their teaching and learning practices.
2002
This case study chronicled ways that one Professional Development School (PDS) partnership implemented peer coaching as a vehicle for promoting collaboration, in order to improve classroom instruction. In the first phase of a 4-year study, teachers, administrators, and university faculty developed procedures for creating peer coaching teams and examined the perceptions of participants as they began the process. Data collection methods included interviews with the participants at the beginning and end of the study, informal interviews, open-ended questionnaires, meeting notes, observation notes, teacher reflections, and coaching logs. These major themes dominated the research findings: collaboration, collegiality, communication, and cooperation. Teachers also expressed some concerns, mainly regarding time and scheduling issues. Implications for future research are discussed.
2012
This case study chronicled ways that one Professional Development School (PDS) partnership implemented peer coaching as a vehicle for promoting collaboration, in order to improve classroom instruction. In the first phase of a 4-year study, teachers, administrators, and university faculty developed procedures for creating peer coaching teams and examined the perceptions of participants as they began the process. Data collection methods included interviews with the participants at the beginning and end of the study, informal interviews, open-ended questionnaires, meeting notes, observation notes, teacher reflections, and coaching logs. These major themes dominated the research findings: collaboration, collegiality, communication, and cooperation. Teachers also expressed some concerns, mainly regarding time and scheduling issues. Implications for future research are discussed. (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Teacher learning through reciprocal peer coaching: An analysis of activity sequences
Teaching and Teacher Education, 2008
Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development. r 1 In much of the research literature, teacher change is only regarded as learning when the teachers reach a learning goal that has been set by them or by the training program. We regard any change, irrespective of direction, as learning.
Effects of Peer Coaching for the Classroom Management Skills of Teachers
2013
The present study aims to examine the probable effects of peer-coaching on the classroom management skills of English Language Teachers at University level. In order to find out about the issue, a semi-structured interview was held with six teachers of English. Ideas gained by means of a search through related literature and data gathered from the interviews, a classroom management checklist consisting of 21 items, was utilized. Then one class-hour of each participating teacher was videotaped and each teacher was invited to observe her/his peers’ classes on the basis of the checklist prepared. After watching the videos, they gave feedback to each other. Three weeks later, the same procedure was followed with the same checklist. The results reached by the two checklists were compared and contrasted in order to find out whether there was a significant difference between the first and the second lessons conducted by each of the participating teachers. Later interviews were made with th...
The Effects of Peer Coaching on Faculty Development in the Context of Higher Education
Journal of Teaching and Teacher Education, 2015
Faculty development has been one of the major concerns for many educational institutions and organizations across the world. Peer coaching, among others, has been identified as an effective strategy just for that. For instance, Ohio Department of Education has collaborated with the Center for Essential School Reform to engage in intensive teacher development. The present study reports on an investigation into the use of peer coaching for staff development in Sharjah University, one of the leading universities in the Arabian Gulf. Certain qualitative instruments were constructed such as interviews and subjective questionnaires to collect data on the effects of using peer coaching in this University, while quantitative considerations were resorted to in the analysis so as to compliment the findings statistically. The questionnaire was administered in both Arabic and English to participants from different academic departments. It was based on five constructs, namely 1) the helpfulness of the coaching process for the observers, the observerees, 2) the observerees" feelings about the possible perpetuation of the coaching program 3)faculty"s feedback 4) attitudes, and 5) recommendations regarding the process. Five of the respondents who had completed the questionnaire were also involved in semi-structured interviews. The management claimed that peer coaching would contribute to the development of the teachers and thereby enhance their students" learning skills. However, the data collected from openended questionnaires and semi-structured interviews revealed that the use of peer coaching in the University had limited effects. Analysis of these data depending on certain categories uncovered the reasons for this limitation. This study concludes with recommendations, which could lead to the desired outcomes of peer coaching and consequently enhance student achievement.
MedEdPublish
Introduction: Peer coaching is a faculty development approach that improves teaching practice. Elements include peer observation of teaching, feedback, and collegial exchange. Peer coaching supports reflection on teaching, cultivates workplace learning, and fosters learning cultures. Yet, limited resources are available to guide faculty developers in designing and implementing peer coaching initiatives. This gap may lead to initiatives that fail to optimize teaching effectiveness. Methods: The authors convened a focus group of seven participant experts, via video-teleconference, to arrive at consensus on best practices of peer coaching for medical educators. The focus group utilized Nominal Group Technique, a consensus building methodology. Process steps included an introduction, silent idea generation, idea sharing, group discussion, and voting. Consensus was reached with over 50% agreement. Data were qualitatively analyzed using inductive content analysis, and quotes were extracted to support the identification of best practices. Results: Seventeen best practices were identified. All participant experts recommended a framework for the peer observation process including a pre-observation meeting and post-observation debrief. The participant experts stressed the importance of confidentiality and behaviorally-based feedback. To promote collegial exchange, most agreed peer coaching should be a formative process conducted in an environment that is safe and nonthreatening. Finally, peer coaching should be supported at multiple levels within an organization. Conclusion: Expert consensus generated 17 best practices of peer coaching for medical educators that optimize teaching effectiveness. The results provide a practical resource for faculty developers. Future researchers should explore common pitfalls and barriers to the implementation of peer coaching initiatives from the perspectives of academic leadership, peer coaches, and observed educators.
Experienced teacher learning within the context of reciprocal peer coaching
Teachers and Teaching, 2007
A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated form. Even though empirical evidence shows effects of peer coaching and teacher satisfaction about coaching, the actual individual professional development processes have not been studied extensively. This article offers a way to analyse and categorize the learning processes of teachers who take part in a reciprocal peer coaching trajectory by using the Interconnected Model of Teacher Professional Growth as an analytical tool. Learning is understood as a change in the teacher's cognition and/or behaviour. The assumption underlying the Interconnected Model of Teacher Professional Growth is that change occurs in four distinct domains that encompass the teacher's professional world: the personal domain, the domain of practice, the domain of consequence and the external domain. Change in one domain does not always lead to change in another, but when changes over domains do occur, different change patterns can be described. Repeated multiple data collection methods were used to obtain a rich description of patterns of change of four experienced secondary school teachers. The data sources were: audiotapes of coaching conferences, audiotapes of semi-structured learning interviews by telephone, and digital diaries with teacher reports of learning experiences. Qualitative analysis of the three data sources resulted in two different types of patterns: including the external domain and not including the external domain. Patterns of change within a context of reciprocal peer coaching do not necessarily have to include reciprocal peer coaching activities. When, however, patterns do include the external reciprocal peer coaching domain, this is often part of a change process in which reactive activities in the domains of practice and consequence are involved as well. These patterns often demonstrate more complex processes of change.