Peer Coaching In Teacher Education

Teachers are better together! Nationally and internationally, educators are excited about Les Foltos’ techniques for effective peer coaching. The model for Peer Coaching outlined in his 2011 TED talk has been implemented in 40 countries and counting with powerful results. Now you have it in this concise guide to effective coaching! Train teachers to help each other refine their classroom strategies and tailor them to 21st Century needs. Foltos’ insights include How peer coaching that makes a difference involves much more than just one teacher offering another advice. How a coaching relationship is first built on trust, and then on the willingness to take risks. Why peer coaching should focus on adapting teaching methods to the technological future of education. For schools to effect the changes the future demands, teachers must learn how to collaborate effectively. With this book, Les Foltos shows the way. "Not only does Peer Coaching explain how to effectively support and leverage peer coaches, it specifically addresses how these coaches can be a critical element in supporting 21st century education and the ‘4 C’s’. It′s a great contribution to the 21st century PD literature." —Ken Kay, CEO of EdLeader21

This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.

Preservice peer coaching is a collegial relationship between student teachers who provide reciprocal, in-class assistance to one another as they attempt to incorporate new teaching skills, strategies, and approaches into their teaching. The typical peer-coaching cycle includes a preview conference, during which the student teachers discuss the focus of the upcoming lesson; observation of the lesson by the student teacher coach; and a follow-up conference, during which the student teachers analyze the lesson. Peer coaching facilitates the recall of skills and strategies from methodology classes, fosters collegiality, and promotes reflection on teaching. Effective use of peer coaching requires training in interacting as both coach and recipient of coaching. Supervising teachers also need to be introduced to the goals, procedures, and benefits of peer coaching. Problems inherent in preservice peer coaching include increased time requirements involved in the coaching cycle, increased time involvement of university personnel, development of unhealthy competitiveness, and student teachers' lack of confidence in giving constructive feedback. (Contains 17 references.) (JDD)

Peer Coaching in Higher Education describes a simple, five-step method for the improvement of teaching in colleges and universities. Professors and instructors in small groups, as departmental faculty, or as inter- and intra-departmental partners can increase faculty collegiality and improve their teaching techniques for increases in student learning. Gottesman explains the theory and practice of peer coaching, specifically describing its application among the faculty and students of five universities. She provides directions for a faculty conducting its own peer coaching seminar, including necessary hand-outs and examples. Actual peer coaching exchanges give faculty ideas about the extended applications of this process.

This book explains how to develop a collaborative, learning-focused culture and build trust among colleagues; offers strategies for participating in difficult conversations that yield useful feedback; clarifies how to develop, sustain, and evaluate peer coaching efforts; and showcases exemplary peer coaching practices used in real schools.

This book details the findings of a small-scale research study on the use of real-time coaching in pre-service teacher education, founded upon the nexus of teacher education, mentoring, immediate feedback, teacher effectiveness, technology-enhanced learning and innovative approaches to developing better teaching practices. The book includes a robust literature review summarizing the scholarship on coaching models used in teacher education. The authors explore how real-time coaching, as a specific approach, has the potential to address persistent problems in teacher education and early career teacher performance in the areas of teachers’ growth mindset, teacher resilience and disjuncture in applying theory to practice. The scholarship allows readers to gain a better understanding of the history of coaching in teacher training, and the capacity of real-time coaching, specifically, in pre-service teacher training told through the words of participants.

Coaching in Education: Getting Better Results for Students, Educators and Parents will support educational organisations in learning more about the current interest in coaching approaches within schools, colleges and universities. With chapters on coaching in primary schools and secondary schools, with students, staff and parents, this book provides a sound basis for introducing coaching into any educational setting. This book brings together the latest national and international academic research with real case studies and a focus on practice that makes a difference for learners. Starting with a review of the existing literature and research into the area of coaching in education, the book goes on to consider the role of coaching educational leaders, coaching within the primary school setting and then secondary school settings. The notion of "mental toughness" and its relationship to coaching is also explored. The US and Australian perspectives on coaching in education are discussed in two chapters written by leading experts - instructional coaching in the US and the integration of positive and coaching psychology in Australia.

Can teachers, principals, and professors lead their students toward profound learning until they have been there themselves? Peer coaching offers a remarkable vehicle to join with students as learners and together build a community of learners, and this volume presents it all with clarity, economy, honesty, and conviction.