Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Peer Coaching

No description

damian gillard

on 1 November 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Peer Coaching

Peer Coaching
What is Peer Coaching?
Why Peer Coaching?
Who can participate in Peer Coaching?
How does Peer Coaching Work?
Implementing Peer Coaching
Accreditation requirements for Peer Coaches
Peer coaching is a process by which teachers work with one another to share expertise and provide feedback, support and assistance in order to achieve identified goals in teaching and learning.

The coach is not considered the 'expert' and does not advise or tell their learning partner what they should do.

The coach asks questions and uses supporting strategies to assist the learning partner to find their own methods which will allow them to achieve their goals.

Introduce yourself to a colleague.

Discuss what you believe peer coaching is, why you are training to be a peer coach and what you hope to achieve by using peer coaching in your school and teaching practices.

Report back to your colleague or group by paraphrasing the discussion.

Your colleague should check the accuracy of your responses and make corrections where necessary.

What skills were utilised to ensure you communicated clearly and effectively with your colleague?

The Coaching Cycle
Through discussion with your learning partner:

Where are we at?

Establish an understanding of the strategies, skills and rersources used by your learning partner

Identify the type of coaching, resources and skills the learning partner might require to carry out their 'project'
Set Goals
Identify school goals.

Determine classroom goals

Identify an activity or project the learning partner wants to develop

Determine the specific skills and strategies to be used to achieve the desired outcomes
Imagine good - describe the best case scenario in terms of what the activity looks and sounds like
Describe the best possible outcomes
Create a scaffold for the learning activities or project
Identify how instructions will be given and the level of language to be used
Share lessons, resources and ideas
Create and/or adapt materials
Review and/or learn applicable skills.
Model / team teach

Apply / adjust

Assess the learning and/or the specific outcomes identified in the planning process
reflect / debrief
Determine effectiveness

Provide constructive feedback

Plan future activities

Reflect on the coaching cycle

Refine practices where possible
What does the evidence suggest?
Peer coaching is a mechanism for implementation of whole school initiatives such as:

Positive Behaviour for Learning (PBL)
Secondary Learning Strategies (2LS)
Improving Literacy and Numeracy National Partnership (ILNNP)
Programming for National Curriculum

Peer coaching is an effective professional learning strategy.

It is:
• focused on our core work of improving student outcomes

• informed by the best available research on effective learning and teaching

• embedded in teacher practice and analysis

• a strategy that provides constructive feedback about performance

• collaborative and reflective

• uses evidence based problem solving

• an ongoing, supported element within the school culture

Peer Coaching requires collaboration between colleagues

It will only be successful if everyone is a willing participant


Where possible, use data and evidence to help the learning partner identify an area that needs innovation.
Co-plan a learning activity, lesson or project that integrates key strategies into achieving the desired outcomes
Demonstrate lessons that integrate the initiative effectively

After observation, discuss with your learning partner, what worked, what didn’t and how a lesson or activity might be modified in the future to be more effective
Setting group 'norms'.

Coaches 'toolkit'
Cue Card
Activity checklist
Paper resources
Time to coach!

Policies and procedures documentation
Suggested time frame

2:2:2 (Plan:Implement:Evaluate)

4 Cycles per Term

Rotate learning partners once they are satisfied they have acquired the expertise necessary to independently achieve their desired outcomes.
School plan

Integrate peer coaching into the school plan so it becomes viewed as a sustainable, whole school practice
The learning partner and coach may choose to complete a 'Lesson Plan' together, otherwise, it is up to the learning partner to devise the final plan
The coach attends the lesson or activity which has been planned.

The key aspects of the acitivty, which were specifically indentified during the planning process, are observed and recorded by the coach.
(see observation sheet)

Observations may be centred around but not limited to:
effective use of language
effective use of strategies
level of student and staff engagement
clarity of instruction
appropriateness of resources
student feedback and assessment
Evaluate the process
Peer Coaching is transferable to many everyday practices. Consequently, any member of staff can participate in peer coaching
The data in the table was adapted from the research of Joyce and Showers, who are leading researchers in the area of peer coaching.
What it doesn't say in the manual
Strategies to use when working with your learning partner

Recording the conversation
Reflection for the coach
Trust in the process
Questioning strategies

Watch the video.

Afterwards, discuss one aspect you found interesting, a WOW, and one aspect you were left WONDERING about.

how WOWs and WONDERS might be useful as a coaching tool?
Personal coaching plan
Professional learning in your school-Activity
Effective professional learning-Activity
Full transcript