Peer coaching booklet

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Coaching for staff satisfaction and retention Matthews and Lawley (2011) examined cohorts of teaching students and found that peer coaching done in the internship model increased participant satisfaction. Matthews and Lawley (2011) also reported a higher level of employability and both short and long term educational benefits as a result of the peer coaching. 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 vende- stint. 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. Teachers who engage in peer coaching exhibit greater long-term retention rates and higher morale (Howard 2008). Howard (2008) examined peer coaching in the middle school environment and found concurred with the findings of both Showers and Joyce (1996) and Kohler (1997) in regards to the benefits of coaching. Mann and Smith (2015) further add that staff that participate in peer coaching programs have higher retention and promotion. 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 vende- stint. 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. Howard (2008) found coaching to be a continuous improvement process Dolore and repreicietur in acillandus that sense asitium aut fugia improved staff retention and nimoluptate etur? Quibus con conem vendam satisfaction. eatet aborum nis Howard quidebi ssitas (2008) et volupta ditior was mostly concerned with the rem et harci optasincim quo te sequasim quam perceptions volupta ssequiamet of peer asperionesto coaching tem vende- and the satisfaction of coaching stint. Ut aci te officit veni rehendit, que dolupprograms tam que id and magnat. found Is autasit emporiatur that across sume the age of the teacher in the landaerupta vid eosam doluptatius porerchic tem program fugiae dolessediti had an vit, qui effect dolupti odiscil on escipit the satisfaction of the program. Howard ibusapelique pre. hypothesised that the as the age entering the teaching profession increased these participants’ saw themselves as mere subordinates and not likely to reciprocate equally as peers” (2008 p. 69). Howard (2008) made the recommendation to design a coaching program around the experience of teachers in mind and include classroom visits of veteran teachers in order to be effective for teachers of all ages and experience level. Peer coaching foundations 8
Coaching to improve students’ outcomes Trautwein and Ammerman (2010), Mann and Smith (2015), Kohler (1997), Showers and Joyce (1996) and Huston (2007) all concur that effective peer coaching assists in improving professional practice, and in turn increases students outcomes. Kohler (1997) argues that instructional methods are directly linked with students outcomes and whilst participating in coaching programs teachers were making procedural changes that directly affected their teaching methodologies, and thus improved students outcomes. Kohler (1997) sites a study by Sparks and Bruder (1987) where 70% of teachers in coaching programs identified improved students’ outcomes which is an encouraging statistic to further support peer coaching. Peer coaching foundations 9
Page 1 and 2: Peer coaching 2016 Introduction ses
Page 3 and 4: Introduction Welcome to the first s
Page 5 and 6: Peer coaching Peer coaching is a po
Page 7: Coaching as a professional developm

Peer coaching booklet

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