Would I Want to Be

Coached by ME?
!""# %&'()*+, -.#'+/ 0 1'2 3
1
SLeps 8ecommended ln rofesslonal
uevelopmenL
1. 8egln wlLh a clear sLaLemenL of purposes and
goals.
2. Lnsure LhaL Lhe goals are worLhwhlle.
3. ueLermlne how Lhe goals can be assessed.
2
Ma[or Models of rofesslonal
uevelopmenL
1. 1ralnlng
2. CbservaLlon/assessmenL
3. lnvolvemenL ln a developmenL/lmprovemenL
process
4. SLudy groups
3. lnqulry/acLlon research
6. lndlvldually gulded acLlvlLles
7. MenLorlng

(Sparks & Loucks-Porsley, 1989, urago-Severson, 1994)
3
SeLLlng Coals
MlS1AkL: AcqualnL parLlclpanLs wlLh Lhe concepL
of mulLlple lnLelllgences.

lnS1LAu: rovlde parLlclpanLs wlLh Lhe
knowledge of cooperaLlve learnlng and Lhe skllls
necessary for classroom appllcaLlons LhaL wlll
resulL ln more poslLlve sLudenL lnLeracLlons and
lmproved sLudenL learnlng.
4
8easons 1eachers do noL ulfferenLlaLe
Lack of admlnlsLraLlve supporL
lear LhaL sLraylng from currlculum wlll resulL ln lower
sLandardlzed LesL scores
Classroom managemenL lssues
8eslsLanL Lo change ln Leachlng sLyle
Lack of Llme Lo plan for dlfferenLlaLlon
lear sLudenLs' parenLs may noL agree

(PerLberg-uavls & 8rlghLon, 2006, knopper & lerLlg, 2003, 1leso, 2004,
van1assel-8aska, 2006, WesLberg eL al., 1993)
3
8ulldlng 8apporL ln Lhe MenLorlng 8elaLlonshlp
uaLa show a sLrong need for a relaLlonshlp Lo exlsL beLween Lhe
menLor and Lhe menLee
6
GEtting to Know One
Another
3 Truths and a Lie:
-Need a group of 4
-Talk with group mates and share unique
aspects of yourself
-Each shares something, but one must be a lie
7
8
!"# %& '( )*+,-.#/0 10 * &*'%+0 2*33#/1"*4
l am orlglnally from
MlnnesoLa.
l'm a LherapeuLlc
fosLer parenL and
have fosLered
Lhree klds ln
addlLlon Lo my
own Lwo
chlldren.
I work at East Carolina University where my colleague,
Brian Housand, and I direct an annual conference on
gifted education.
ulfferenLlaLed Supervlslon
Schools are movlng Lo Lhls model
Allows for personal and professlonal growLh
?ou have a cholce ln your growLh!
Seasoned Leachers can broaden Lhelr horlzons
Allows more Llme for Lhe supervlsors Lo work wlLh younger
Leachers
Lbllng & Zlegler
9
10
Peer coaching is a confidential process through
which two or more professional colleagues work
together to reflect on current practices; expand,
refine, and build new skills; share ideas; teach one
another; conduct classroom research; or solve
problems in the workplace.


(AssoclaLlon for Supervlslon of Currlculum & uevelopmenL)
eer Coachlng
Can be selecLed as an opLlon of dlfferenLlaLed supervlslon
?ou are palred or you plck a fellow Leacher Lo work wlLh
?ou have a collaboraLlve relaLlonshlp wlLh your parLner
?ou and your parLner can self dlrecL and lnlLlaLe your own
professlonal growLh
Lbllng & Zlegler
11
8eneflLs
Sense of confldence
non-lsolaLlon
LasLlng Colleglal 8elaLlonshlps
LmpowermenL
CreaLes MoLlvaLlon
12
eer Coachlng
1eacher-
1eacher
1eacher -
ConsulLanL
1eacher - C1
SpeclallsL
13
eer Coachlng
nonevaluaLlve
nonLhreaLenlng
Confldence-
8ulldlng
14
lannlng
and
ulscusslon
CbservaLlon
8eflecLlon
uebrleflng
&
leedback
Steps in the Peer Coaching Process
13
SLeps ln Lhe eer Coachlng rocess
1. Identify a partner you trust.
2. Invite them to partner with you as your peer coach.
3. Schedule a time to meet via Skype.
4. During your coaching call, youll each take equal time as the
coach and as the coachee.
5. When its your turn to be the coachee, identify your area of focus
for the coaching session and share this with your peer coach.
6. When its your turn to be the peer coach, give your partner your
full attention while he or she thinks out loud about whatever they choose
to focus on.
7. Make open-ended suggestions for ideas of things to try in order
to solve the problem.
8. Ask questions to help bring closure and forward momentum to
each session.
9. Set goals and hold each other accountable.
10. At the end of each peer coaching session, schedule the next
one.
16
from Shana MonLesol !ohnson on uevelopmenL Crossroads
17
Wlnebrenner, CAC 2013