Implementing Peer Coaching in PLTs Teacher Leadership for High Student Growth Sara Overby WCPSS Coordinating Teacher for Secondary Literacy,

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Teachers who have not prepared themselves to be in a constant state of flux need to reevaluate their choice of profession. A teacher who is inflexible will not survive very long without burning out. Melissa Kelly, Learn to be flexible, 2013 Learn to be flexible!

Change Our Thinking Teachers need accessible opportunities and models Jean M. Becker “Peer Coaching for Improvement of Teaching and Learning” Improve Professional Practice Improve Student Learning for collaboration, sharing of ideas, feedback and assistance with their practice

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 training, and coaching from peers at their school? Dr. Bruce Joyce, "Staff Development Awareness Conference," Columbia, SC, January 1987.

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

Key Features Lots of different labels… but ALL Peer Coaching focuses on Collaborative development Refinement Sharing Craft of teaching Peer Coaching has nothing to do with Evaluation Remediation to “fix” teachers Pam Robbins, A Definition of Peer Coaching, “a dress rehearsal before the final performance.” “a time when you can take risks and try out new ideas, instructional strategies, or different approaches to the curriculum and discuss the results with a trusted colleague.”

Identify Learn Practice Refine Reflect Coaching Cycle

Identify Learn Practice Refine Reflect 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

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  Observation/Data Tool

Coaching Cycle Identify Learn Practice Refine Reflect Coaching Teacher Clarifies the key issues Synthesizes the concerns Simplifies the issue Provides research Explains best practice Models practice Inviting Teacher Agrees on observation/data tool Uses tool when observing Coach Both Explore Data Discuss Implications

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!) a good tool.

Model and observe Pinwheel Discussions

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 Identify Learn Practice Refine Reflect Inviting Teacher Implements in classroom Allows observer/data Videotapes self Considers evidence Coaching Teacher Observes Helps unpack data Uses Active Listening Responds to concerns

Model and observe Strategies for Student Centered Discussion

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

Research shows… Peer Coaching has these payoffs Increase of student learning 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”

All in? or just a few? One-coach, one- teacher? Or “instructional rounds”? Observations? Or videos? Structure? YOUR PLT’s Implementation Plan Identify Learn Practice Refine Reflect