- Based on Knight’s seminal work Instructional Coaching: A Partnership Approach to Improving Instruction, we adopted the term “peer coaching” for the work we would do and agreed that we had a powerful learning opportunity.
- “Peer” meant that we would aim for a greater sense of equality and reciprocity—two of the essential values that Knight highlighted as “must haves” within a coaching relationship.
- Each faculty member chose a partner as well as a coaching framework. For example, some participants chose to videotape one another, have time for self-reflection, and then allot time for constructive feedback from their peer coach.
- Other participants preferred to have their partner observe their work and then provide feedback.
- The most effective peer coaching framework was one that allowed sufficient time for self-reflection and then consistent follow-up and ongoing exploration with a partner.
- In our first meetings with teachers, we all agreed that engagement was our first priority for the peer coaching relationship. A clear definition of the roles also takes place within the first few sessions, so expectations are clear and detailed. A large emphasis on engaging in relational work and greater self-reflection constitutes much of the ongoing professional development.
- One of the essential components to good teaching is being a lifelong learner. The peer coaching process allows teachers to reflect on key aspects of their practice and create attainable goals for improvement.
- Another important component of peer coaching is the development of a process that’s parallel to the one in which teachers are engaging with students.
Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure