2. Core Competencies for Primary School Teachers in Crisis Contexts

3. Peer Coach Training for Primary School Teachers in Crisis Contexts

4. Day 1 The Role and Responsibilities of a Peer Coach
Session 1: Introduction to Peer Coaching and
Teacher Learning Circles (TLCs)

5. Objectives By the end of this session you will be able to:
Describe the role and responsibilities of a Peer Coach
Identify key qualities of a Peer Coach
Describe the purpose of a Teacher Learning Circle (TLC) and the Peer Coach’s role in organizing and facilitating TLCs
Explain why coaching is an important component of continuous teacher professional development

6. Who is a Peer Coach?
A Peer Coach is person who encourages collaborative, reflective practice among teachers and supports teachers’ needs, goals and professional development using a variety of different techniques (Teacher Learning Circles, Classroom Visitations and Observations,
Team-Teaching, Co-Lesson Planning, etc.).

7. Coaching in Teacher Professional Development (TPD)
What are three skills I would like to develop?
What do I need to develop these skills?

8. Teacher Learning Circle (TLC)
A Teacher Learning Circle (TLC) is a group sharing session to help create a professional community of teachers who support and encourage one another to meet their needs. TLCs have 4 steps:
Step 1
1. Celebrate successes and check-in on goals
4. Set goals (based on 4 core teacher training competencies) for how to put solutions into action
Step 4
Step 2
2. Share challenges faced in the classroom and school
Step 3
3. Brainstorm solutions

9. Day 1 The Role and Responsibilities of a Peer Coach
Session 2: Supportive Communication

10. Objectives By the end of this session you will be able to:
Identify the four principles of supportive communication
Practice active listening and reflective questioning
Describe the importance of using supportive communication in peer coaching

11. Active Listening Instructions
Choose one partner to speak first and one partner to listen first.
The speaker will have 60 seconds to share his/her hopes and concerns about becoming a Peer Coach. You must speak the entire 60 seconds.
After 60 seconds, the listener will summarize what their partner has said and ask 1 follow-up question.
Swap roles and repeat!

12. Reflective Questioning
Feelings
Facts
Findings
Future
How does the teacher feel about the challenge? How did the teacher experience the situation?
From this experience, what will the teacher do in the future?
What are the facts about the challenge?
Why was the experience challenging? How did students (or others involved) respond?

13. Day 2 Teacher Learning Circles (TLCs)
Session 1: Understanding How Adults Learn and Practicing TLCs

14. Objectives Identify the four principles of adult learning
By the end of this session you will be able to:
Identify the four principles of adult learning
Explain how adult learning relates to peer coaching
Facilitate a TLC using supportive communication

15. Two-way Communication Instructions
First attempt:
Find a partner. One person will be the instructor, the other will be the explorer.
Sit back-to-back and make sure you can’t see one another.
The instructor will have 2 minutes to guide the explorer through the maze. The instructor CANNOT look at the explorer, and the explorer CANNOT ask questions.

16. Two-way Communication Instructions
Second attempt:
Work with your same partner.
The instructor will have 2 minutes to guide the explorer through the maze.
This time, the instructor can look at what the explorer is doing, and the explorer can ask questions. However, the explorer CANNOT see the instructor’s directions.

17. 4 Principles of Adult Learning
Involvement in the learning process
Experience as the basis of learning
Relevant and applicable learning
Problem-solving learning
Is this how YOU learn?

18. Adult Learning Instructions
Define your Adult Learning Principle in your own words or drawing
Give an example of a time you learned something in this way.
Explain how you will apply this principle in your role as a Peer Coach.
You have 10 minutes to work in your small groups. Then we’ll present back to everyone!

19. TLC Steps 1. Celebrate successes and check-in on goals
4. Set goals for how to put solutions into action
Step 4
Step 2
Step 3
2. Share challenges faced in the classroom and school
3. Brainstorm solutions

20. Practice TLCs
Each participant will have 15 minutes to practice facilitating a TLC. The remaining participants will role-play teachers.
Select participant to role-play Peer Coach; all other participants will role-play teachers.
Select challenge to discuss in TLC.
Facilitate TLC for 15 minutes.
After 15 minutes, each group will share two things the Peer Coach did well and one thing the Peer Coach could improve.

21. Day 2 Teacher Learning Circles (TLCs)
Session 2: Setting Goals in the 4 Core Competency Areas of the Training for Primary School Teachers in Crisis Contexts

22. Core Competencies for Primary School Teachers in Crisis Contexts

23. Objectives By the end of this session you will be able to:
Set goals in the 4 core competency areas from the Training for Primary School Teachers in Crisis Contexts
Explain the purpose of the Goal Tracking Sheets
Identify the steps in planning a TLC