Implementing Peer Coaching in PLTs Teacher Leadership for

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Implementing Peer Coaching in PLTs Teacher Leadership for High Student Growth Sara Overby WCPSS

Implementing Peer Coaching in PLTs Teacher Leadership for High Student Growth Sara Overby WCPSS Coordinating Teacher for Secondary Literacy, [email protected] net

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Learn to be flexible! Teachers who have not prepared themselves to be in a

Learn to be flexible! Teachers who have not prepared themselves to be in a constant state of flux need to reevaluate their choice of 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,

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%

What Kind of Professional Learning Makes a Difference in Student Learning? What percent… 5% of learners will transfer a new skill into their practice as a result of getting information about new research? 10% will transfer a new skill into their practice after information about research AND with a demonstration at a workshop? 20% will transfer a new skill into their practice after information, demonstration AND with practice during a workshop? 25% will transfer a new skill into their practice with information, a demonstration, workshop practice AND feedback from workshop presenter? 90% will transfer a new skill into their practice with information, demonstration, practice and feedback within the

What is Peer Coaching? �a confidential process �two or more professional What would you

What is Peer Coaching? �a confidential process �two or more professional What would you want your peer coaching to look like, act like, sound like, feel like in your PLT? colleagues �work together �reflect on current practices �expand, refine, and build new skills �share ideas and provide As a Teacher? feedback As a Coach? �teach one another Pam Robbins, A Definition of Peer Coaching, �conduct classroom research http: //www. ascd. org/publications/books/61191149/chapters/A-Definition-of-Peer-Coaching. aspx �or solve problems in the

Key Features Lots of different labels… but ALL Peer Coaching focuses on � “a

Key Features Lots of different labels… but ALL Peer Coaching focuses on � “a dress rehearsal �Collaborative development before the final �Refinement performance. ” �Sharing � “a time when you can �Craft of teaching take risks and try out Peer Coaching has nothing to do with �Evaluation �Remediation to “fix” teachers 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

Reflect Identify Coaching Cycle Refine Learn Practice

Coaching Cycle Reflect Refine Identify 1. Inviting Teacher 2. Coaching Teacher 3. Goal of

Coaching Cycle Reflect Refine Identify 1. Inviting Teacher 2. Coaching Teacher 3. Goal of teaching practice 4. Current reality 5. Future Greatness 6. 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

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

Coaching Cycle Reflect. Coaching Teacher Identify Clarifies the key issues Synthesizes the concerns Simplifies

Coaching Cycle Reflect. Coaching Teacher Identify 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

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!)

What Data Tool? Have a conversation with your Coaching partner. Decide on (or create!) a good tool.

Model and observe l e e h Pinw s n o i s s

Model and observe l e e h Pinw s n o i s s u c s i D https: //www. teachingchannel. org/videos/high-school-literature-lesson-plan

Explore Data, Implications Coaching Conversation Inviting Teacher: what I saw Coaching Teacher: Active listening

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 Refine Implements in classroom Allows observer/data Videotapes self

Coaching Cycle Reflect Identify Inviting Teacher Refine Implements in classroom Allows observer/data Videotapes self Considers evidence 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-centereddiscussion

Model and observe Strategies for Student Centered Discussion https: //www. teachingchannel. org/videos/strategies-for-student-centereddiscussion

Explore Data, Implications Coaching Conversation Inviting Teacher: what I saw Coaching Teacher: Active listening

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 Options: Next Gear? Or Different Road? Do I want to

Coaching Cycle Reflect Identify Options: Next Gear? Or Different Road? Do I want to try again? Do I want more information/ tools? Do I want to observe Learn Coach’s modeling again? Do I want to work on something else and come back to this? Refine Practice

Research shows… Peer Coaching has these payoffs �Increase of student learning �Facilitate trust-building among

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?

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?