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Peer Coaching: Strategies for Success Kelly Gardner PARATESOL 2009

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  • 1. Peer Coaching: Strategies forSuccess Kelly Gardner PARATESOL 2009

2. A Little Bit About Me 3. Teacher Advancement Program -- Eagle County, ColoradoTwo CoachingRoles Mentor teacher Master teacherStrugglesStrengths Coaches evaluate Time for ongoing Performance paysupport Clear teacher goals 4. Profesores Articuladores Departamentales (PADs) -- Uruguay Regional Coaches Strengths More professionaldevelopment andfeedback forStrugglesteachers Many teachers/ coach Non-evaluativefeedback for Fundingteachers 5. 3 Steps to Becoming aSuccessful Coach 1. Establish Rapport and Goals 2. Meet Regularly 3. Encourage Reflection 6. What does the research say about peer mentors? It is important to establish rapport -Center for Cognitive Coaching (CCC)Coaching should be focussed and ongoing CCC, Sheltered Instruction Operational Protocol (SIOP), Critical Friends Group (CFG) It is important to encourage reflection CCC, CFG 7. Part 1: Methods for Establishing RapportAwareness of Body Language Mirroring: What is the affectof physical barriersin a conversation? 8. Mirroring ActivityTake a moment to mirror the body language of the person next to you.What did you experience? 9. Methods for EstablishingRapportBe aware ofShould you be a your role friend, a supervisor, a confidant, or a counselor? 10. QuizScenario: You meet with an English teacher and she tells you all about her problems with the director in her school and the students in her class. She is about to start crying. What should you do? 11. Quiz A) Empathize Tell her that you agree that her director is awful. B) Comfort Tell her you understand and then take her out for a cup of coffee. C) Listen Give her the opportunity to share how she feels. D) Direct Lead her to find her own solution. 12. Establishing Goals Teachers should always have in mind one area of instruction where they are doing well and one area of instruction they want to improve.How can you guide teachers increating these goals? 13. Goal Setting CriteriaGoals should be directly focused on student achievement I want to be more organized (teacher focused) I want to use more comprehensible input to make sure students understand the content (student focused) 14. Part 2: Improving Teacher PracticeThere are a variety of models that can be used to help teachers improve their practice. We will discuss examples of how each model could be used. 15. Two Types of Coaching Coaching Without Observations Lesson Study Strategy Focus Groups Team planning Coaching With Observation Conference observation cycle 16. Lesson Study The group watches a lesson together They use pre-determined criteria to evaluate the lesson. They reflect as individuals and as a group about what was successful and what was not successful. 17. Strategy Based Coaches model a strategy for the group Everyone develops a plan to implement the strategy The group analyzes work after developing the strategy 18. Team Planning A team of teachers get together to plan a lesson or a unit based on a predetermined criteria. 19. Conference Observation Cycle The coach and the teacher meet before a lesson to discuss, plan, and/ or create a new strategy. The lesson is taught by the teacher, the teacher and the coach, or the coach. The teacher and the coach meet after the lesson to reflect on what went well, what didnt, and what the next steps are. 20. Part 3:Encouraging Reflection How can you encourage reflection as a coach? 21. Conversations that Encourage Reflection Guiding teachings to reflect on their practice and set goalsPost Observation Coaching Map 22. Conversations that Encourage ReflectionAs you see the lesson unfolding, what will students be doing? (Predict) Describe the sequence in which the lesson will occur. What will you be doing first? Next? Last? How will you close the lesson? (sequence) What will you see students doing or hear them saying that will indicate to you that your lesson is successful? (set criteria) Adapted from Costa, A. L. & Garmston R. J. (2002) 23. Conversations that Encourage ReflectionAs you reflect back on the lesson, how do you feel it went? (Recall and Relate) What did you see students doing (or hear them saying) that made you feel that way?(Recall) How did what you planned compare with what you did? (compare) As you reflect on the goals for this lesson, what can you say about your students' achievement of them? (evaluate) Adapted from Costa, A. L. & Garmston R. J. (2002) 24. Reflective TeachingQuestions Coaches should ask themselves: Who did most of the talking? Did the teacher set goals? Were they student or teacher based? 25. Reflection: Think- Pair- ShareWhat questions do you still have about these steps in peer coaching?Which model do you envision working in your institute? 26. Closing thoughts: Remember were here to collaborate 27. Resources Costa, A. L. & Garmston R. J. (2002). Cognitive Coaching: A Foundation for Renaissance Schools. Norwood, MA., Christopher-Cordon Publishers, Inc.