Peer coaching booklet

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The culture of coaching and the literature Mann and Smith explore the viewpoint that a culture of coaching creates purposeful connections with peers that supports ‘immediate change and stimulates long-term sustainable results’ (Mann and Smith, 2015 p.36). Whilst Mann and Smith (2015) focus on corporate leadership, the concept and benefits of a culture of coaching are one that could be translated to teachers at all stages of their careers. This text emphasises the need for clear guidelines and outcomes to be decided upon prior to beginning coaching. In this case, the aspirations of the coaching program was to cultivate relationships, collaboration and being able to give and receive feedback in order to improve practice. Lofthouse and Leat (2013) further examine the sociocultural context needed to allow peer coaching to be beneficial and examines the reasons that coaching may not play the part its intended. Lofthouse and Leat (2013) observe that teachers encounter tension during peer coaching sessions based on unclear rules, power and trust issues and time constraints of leaders to devote to peer coaching programs. The contrast of the literature suggests that organisational intention and ‘buy in’ for a peer coaching program is crucial to ensure coaching can meet the participant’s goals. This sentiment is echoed by Joyce and Showers (1996), who state that a cohesive school culture and the formation of peer coaching teams with diverse skills produce greater cohesion and focus. Peer coaching foundations 6
Coaching as a professional development tool Showers and Joyce (1996) initially researched peer coaching in 1982 and compared peer coaching to traditional in-service training. The study found that teachers who attended in-service training alone had a low rate of transfer and were not able to find ways to generally improve their practice from the in-service training alone. When peer coaching was added the implementation of new teaching methodologies rose dramatically. Subheader Dolore repreicietur acillandus asitium aut fugia nimoluptate etur? Quibus con conem vendam eatet aborum nis quidebi ssitas et volupta ditior rem et harci optasincim quo te sequasim quam volupta ssequiamet asperionesto tem vendestint. Ut aci te officit veni rehendit, que doluptam que id magnat. Is autasit emporiatur sume landaerupta vid eosam doluptatius porerchic tem fugiae dolessediti vit, qui dolupti odiscil escipit ibusapelique pre, quodita tionsedite.Inu- stem re voluptat. Tium harum iuribus daerum expliquo verum solupta simus quae corepta tempore rspitinum et ulparci sitio. Et abo. Ma- iorpo rporatem hitio molu. Dolore repreicietur acillandus asitium aut fugia nimoluptate etur? Quibus con conem vendam eatet aborum nis quidebi ssitas et volupta ditior rem et harci optasincim quo te sequasim quam volupta ssequiamet asperionesto tem vendestint. Ut aci te officit veni rehendit, que doluptam que id magnat. Is autasit emporiatur sume landaerupta vid eosam doluptatius porerchic tem fugiae dolessediti vit, qui dolupti odiscil escipit ibusapelique pre, quodita tionsedite.Inu- stem re voluptat. Tium harum iuribus daerum expliquo verum solupta simus quae corepta tempore rspitinum et ulparci sitio. Et abo. Ma- iorpo rporatem hitio molu. Kohler (1997) built on the work of Showers and Joyce and found that peer coaching allows reflection of current practice and develops leadership and collaboration. Whilst Kohler used different procedures for initiating and measuring the success of peer coaching, his research concurred with that of Shower and Joyce (1996) that peer coaching has the ultimate goal of developing, refining and sustaining teaching methodologies in order to meet students diverse learning capabilities. Dolore repreicietur acillandus asitium aut fugia nimoluptate etur? Quibus con conem vendam eatet aborum nis quidebi ssitas et volupta ditior rem et harci optasincim quo te sequasim quam volupta ssequiamet asperionesto tem vendestint. Ut aci te officit veni rehendit, que doluptam que id magnat. Is autasit emporiatur sume landaerupta vid eosam doluptatius porerchic tem fugiae dolessediti vit, qui dolupti odiscil escipit ibusapelique pre. Chapman (2008) examines the history and cultural context of professional development training for teachers and finds that whilst both past and present professional development training focus on enhancing skills, the ideology is different. Today’s processional development focuses on the unique differences of the individual rather than the similarities of the group which is why peer coaching is seen as a favourable option. Waddell (2005) and Chapman (2008) agree that peer coaching is highly effective at transferring newly acquired knowledge and skills into teaching methodologies and strategies. Waddell (2005) states that peer coaching is used to close the gap between what a “book knowledge” and “practical knowledge”, also building upon the work of Showers and Joyce (1982). Waddell builds on this concept and adds the question of the effectiveness of coaching being hinged to the effectiveness of the particular coach and highlights the need for training for those in coaching roles. Trautwein and Ammerman (2010) concur with Waddell and suggest that peer coaching has the ability to allow mastery to occur, especially in new or pre-service teachers. Further demonstrating this is the statistic of 80% of pre-service teachers in peer coaching models meeting their two stated coaching objectives. Peer coaching foundations 7
Page 1 and 2: Peer coaching 2016 Introduction ses
Page 3 and 4: Introduction Welcome to the first s
Page 5: Peer coaching Peer coaching is a po
Page 9 and 10: Coaching to improve students’ out

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