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Peer Coaching That Works: The Power of Reflection and Feedback in Teacher Triad Teams

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Bibliographic Details
Title: Peer Coaching That Works: The Power of Reflection and Feedback in Teacher Triad Teams
Language: English
Authors: Jarvis, Robin, Dempsey, Kathleen, Gutierrez, Grace, Lewis, Dale, Rouleau, Kris, Stone, Bj, McREL International
Source: McREL International. 2017.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2017
Document Type: Reports - Descriptive
Descriptors: Peer Teaching, Coaching (Performance), Faculty Development, Teacher Collaboration, Teamwork, Group Dynamics, Trust (Psychology), Individualized Instruction, Reflection, Feedback (Response)
Abstract: Much has been written over the past two decades about the value of coaching to teachers' professional growth. Many authors recommend specific coaching models while others primarily make recommendations for building strong, trusting coaching relationships. However, many of these models assume a deficit-based approach to teacher development that relies on an expert coach to address a teacher's identified areas for improvement. At McREL, colleagues believe that this deficit-based approach to teacher development, coupled with the recent push to use teacher evaluation to make high-stakes employment decisions rather than as a tool for growing teacher professional practice, is leading to increasing teacher burnout and shortages as more and more teachers leave the field under the constant pressures to improve. A more effective approach to instructional coaching is one that is focused on "inside-out," strengths-based peer coaching that brings small teams of teachers together, building on the bright spots while learning and growing as peers and professionals. In this white paper, the authors describe the research that supports peer coaching and lay out the components of an effective coaching triad, with participants taking turns coaching, being coached, and observing.
Abstractor: ERIC
Number of References: 23
Entry Date: 2018
Accession Number: ED588635
Database: ERIC
Description
Abstract:Much has been written over the past two decades about the value of coaching to teachers' professional growth. Many authors recommend specific coaching models while others primarily make recommendations for building strong, trusting coaching relationships. However, many of these models assume a deficit-based approach to teacher development that relies on an expert coach to address a teacher's identified areas for improvement. At McREL, colleagues believe that this deficit-based approach to teacher development, coupled with the recent push to use teacher evaluation to make high-stakes employment decisions rather than as a tool for growing teacher professional practice, is leading to increasing teacher burnout and shortages as more and more teachers leave the field under the constant pressures to improve. A more effective approach to instructional coaching is one that is focused on "inside-out," strengths-based peer coaching that brings small teams of teachers together, building on the bright spots while learning and growing as peers and professionals. In this white paper, the authors describe the research that supports peer coaching and lay out the components of an effective coaching triad, with participants taking turns coaching, being coached, and observing.