'Aha' moments with peer coaching!
When I first began peer coaching I found that I was able to provide lots of support and ideas for integrating technology into the classroom. I could give suggestions for lessons to fit their needs, collect resources and samples to look at, and of course provide technical assistance for using new tools.
When walking down the corridor one day, I saw one of my teachers implementing what we had discussed and planned together. The 'aha' moment dawned on me then. She needed in time coaching or better still 'modeling'. She needed to see how the lesson worked and how to manage the kids when working with new ideas, such as animation.
What are your 'aha' moments?
When walking down the corridor one day, I saw one of my teachers implementing what we had discussed and planned together. The 'aha' moment dawned on me then. She needed in time coaching or better still 'modeling'. She needed to see how the lesson worked and how to manage the kids when working with new ideas, such as animation.
What are your 'aha' moments?
Replies to This Discussion
-
Permalink Reply by Elizabeth Davis on
-
Helen,
Thanks for your comment on my blog this week. I haven't tried peer coaching, but it looks like a really interesting model. I have been trained as a Critical Friends coach, but I changed schools this year and there aren't any professional learning communities happening where I work. I want to start a technology study group - this could use some Critical Friends protocols or maybe a peer coaching model. I am interested in learning more about peer coaching. Are there trainings offered in the US for this PD model?
-
Permalink Reply by Helen Otway on
-
Yes. Puget Sound Centre in Seattle run these training programs. I found the training very worthwhile and really fitted with my philosophy about how, not only kids learn, but how we as adults learn. I have run mini training programs here in Melbourne and was fortunate enough to receive a scholarship to visit schools in the US last year in January to see Peer Coaching happening first hand.
Two districts worth visiting in WA are Shoreline and Edmonds. I loved Echo Lake Elementary and Meadowdale Elementary. Both have been peer coaching for about 5 years. Let me know if you want me to give you some contact names for the schools or for the Puget Sound Centre.
http://www.psctlt.org/edLAB/peer_coaching_program.html (Link to Peer Coaching training)
Helen
-
-
I live on the east coast of the U.S. (Boston area). Is there anything going on around here that you know of? I looked at the other peer coaching Website you listed in your Classroom 2.0 Group and I couldn't find anything.
-
-
Let me explore further. I keep in touch with the director of PSC and will let you know.
Helen
-
Permalink Reply by Elise Mueller on
-
Hello Helen,
My district has been involved in peer coaching for over a decade. We began with literacy and have now expanded to math, science, and technology. My aha moments over the years begin with be invitational. Nothing will kill a peer coaching model faster than forcing teachers to participate. Provide the necessary equipment whether math manipulatives or document cameras. Finally, be flexible with timelines and goals, we all move at different speeds.
You can take a look at what Washington State is doing with peer coaching at http://eett.wednet.edu/ Some of the sites are locked, others are open. The grant program involves approximately 200 teacher coaches who are working within their schools this year. Each mentor teacher received $4000 worth of equipment (to share with the teacher she is coaching) and $4500 worth of professional development (primarily through Microsoft's Peer Coaching program). I am excited about how well this is working at my school.
-
-
Hello Elise,
I agree with what you are saying. There is nothing worse than someone in your staff being identified as 'needing help!' I found the best way was to ask people if they wanted to work together. Most were very keen to have the one to one support. I like the term 'collaborating teachers'. Another nice way is when they come to you for coaching.
-
Permalink Reply by Daniel Craig on
-
I've never had the opportunity to participate in a peer coaching program, which is a pity. I know it is a great way to foster/encourage changes in practice. However, I have done some training and change management with teachers and school staff. One of many "Aha" moments came after a relatively nasty management systems change-over.
The implementation began as a command from on high that the system would change. In keeping with this top-down approach, the new system was designed, developed, and abruptly replaced the existing system. The implementation gave users one-month notice that the change would take place and "training" consisted of a demonstration of the new system and playtime.
The first training session was a war zone, some staff were in tears, others adamantly refused to move to the new system, others begged to be able to use BOTH systems at the same time. This quickly led to a school-wide revolt and a complete overhaul of the system as well as a renewed interest in using more participatory approaches to design.
That "Aha" moment that I had came after this mess. I went back with one of the staff to see how she actually carried out her work. This work resulted in a personal system that existed in conjunction with the official system, but included many shadow systems (things that people do to fill their needs beyond the functionality of the official system). These practices were built on many years of real-world needs.
What I took out of this has helped me with both the implementation of work-flow systems as well as instructional design: (1) needs must guide solutions--leading educators to applications and methods that don't address their needs is a waste of time; and (2) there is no perfect solution--we have been supplementing textbooks since their inception, way should other instructional technologies be different. Always expect that the use of these technologies will be supplemented (shadow systems) to meet the unique needs of educators.
Sorry, this ran a little far afield of your example, but I hope that it was still in the spirit of your question.
Dan
-
Permalink Reply by Michal on
-
While I'm not a "peer coach", my title is Technology Integration Specialist, which is a new position this year. I experienced severe frustration as it seemed nobody was interested in change. We purchased a new Smartboard for each building, and while a couple teachers love them and use them all the time, most were apathetic. I sent out links, lesson ideas, anything I could think of that might inspire teachers to use technology. My superintendant has been very supportive, but also adamant that the change come from me, as he was leary of the "top down" approach. My "aha" moment came when I was working on my LoTi certification. I had been operating under the assumption that all teachers in my district were comfortable with basic computer skills - email, word documents, internet surfing. When I gave the LoTi survey I discovered that this was not so. I offered a workshop on the basics of the Smartboard, complete with premade activities. Funny how that turned a few of the teachers around. We are still a long way from where I feel we need to be, but finding the teacher's comfort level and starting from there has been vital.
-
Permalink Reply by Michael Staton on
-
I read that Classroom Instruction that Works book by Marzano, and decided it was all note taking and summarizing from then on. But then, I found out very quickly my students didn't know how to take notes. I had an "aha" moment. No teacher ever takes the time to teach students how to participate in class, so no student knows how to participate. From that moment on, the lesson was more about how to participate in school than it was about US History. All of my students improved over time, and their note taking became legendary for their future teachers. I still get messages from them in college: "Mr Staton I have to take so many notes in college."
-
-
oh, and as for peer coaching, they have to be taught how to do that. I had to teach some students to be leaders, some to be examples, some to be confidants. It's amazing that if you teach a student a fact, they forget, but you teach them how to do something and theyll remember.
-
-
Hi Michael,
I agree. I think this is something that can be overlooked by many schools - that is, that students and teachers need to be taught how to learn. Learning is so much more than content!
-
Permalink Reply by David Greene on
-
First. Scarsdale School District, NY has a very good peer mentoring program for new teachers. It also has several critical friends groups.
Second. This year I am coaching Teach for America teachers in inner city schools,and the trouble I've found so far is that few have peers to coach them, and secondly, if they are coached, the coaching is more about what they call "class management" rather than teaching.
Report
Win at School
Commercial Policy
If you are representing a commercial entity, please see the specific guidelines on your participation.
Badge
Follow
Awards:
© 2024 Created by Steve Hargadon.
Powered by
