Thursday, October 18, 2012

Feedback from Collegial Coaching program

Ten participants in a recent Collegial Coaching program recorded the following reflections



What, so what, now what
What

  • Research shows coaching model as part of PD is more effective than other models e.g. evaluating model
  • Research support Collegial Coaching
  • Ongoing support
  • Workshop
  • % that is transferred through coaching and follow up
  • Application/transfer of knowledge requires follow up and coaching
  • Follow up


So what

  • What does it look like in my school?   What does the DP and Principal want from this?
  • Training in coaching and what makes good PD is needed for teachers
  • Nature of follow up
  • Workshop
  • PD Structure and the transfer of PD
  • Being conscious about the PD we engage in and the follow up needed  --> on site coaching


Now What

  • Setting priorities – link to ‘time required’ table
  • How will PD look in my context?  How will we support teachers in classrooms?
  • Better prepare myself
  • How am I going to do this at St Bernard’s
  • Discuss with exec team – who will be trained -> what are our priorities
  • Develop a professional learning community
  • Individual, group, personality, experience
  •  

Response wheel

  • Evaluation – can lead to negativity.  Coaching – positive approach, more meaningful, ownership by the inviting teacher
  • Coaching is providing factual observations to allow teachers to self reflect/evaluate.  Evaluation  is feeding back opinions – forming judgements
  • This collegial coaching model is more supportive and allows effective self-reflection
  • Coaching reflects the reality of practice back to the practitioner- evaluation measures practice to/against  criteria to determine quality
  • Coaching – not hierarchies, using terms that don’t imply over/under e.g. supervision- inviting teacher.  Look at base word – value – implies opinion/bias/to who?  For whom?
  • Collegial Coaching is not judging.  Evaluation is.  Collegial Coaching does not involve opinions – it is based on facts – what you see and hear.  Collegial Coaching is acting as a mirror.  Inviting teacher is encouraged to evaluate (themselves)
  • Coaching is not advice.  TRUST and RELATIONSHIPS.  Coaching is facts only (what you see and hear)
  • Coaching is for self reflection.  Between 2 people – coach and inviting teacher
  • Evaluation is about the observer making judgements/evaluations.  Collegial Coaching is about the observer providing factual information so that the inviting teacher can make his or her own evaluation.
  • Coaching is self evaluation by the inviting teacher, facts not opinions, evaluation – opinion.  Coaching is working together with the inviting teacher.  Confidential
  • Fact v judge, invited to participate, equals v superior, follow up on both parties.
  • Evaluation-  formal, negative, judging, dictating. Owned by the judger.  Coaching team, factual, conversation, follow up, supportive, owned by the teacher.


Responses in common

  • Evaluation is a judging process ( +ve/-ve)  not always invited.  Collegial Coaching is factual, invited, follow up, self evaluation on both parts (2 people) confidential
  • Trust relationships between two ‘even’ people.  Based on facts, what you see and hear.  Evaluating and reflecting for the teacher.
  • Share control.  Coaching à self reflection.  Evaluation à opinions



Harvard Minute Paper
What major point have you learned today?


  • Coaching model is based on factual observations which allow the inviting teacher self evaluate/reflect.  This is very different to other models e.g. evaluation – where the opinions are given and judgements are made
  • Collegial Coaching is a positive non-threatening coaching methods where the inviting teacher self reflects on learning supported by the coach
  • Huge difference between Collegial Coaching and Evaluative Coaching Collegial Coaching à facts not opinions
  • Coaching is a feedback process rather than evaluation ( mirror).  Equal 2 party decision on focus elements of the lesson
  • Collegial Coaching is factual only.  It’s digging deeper into an inviting teacher’s beliefs on pedagogy.  It is allowing the teacher to self reflect to allow them to go where they want to go
  • Useful to share information before observing lessonsà teachers should have a clear understanding of what they are inviting the observer to do.
  • Collegial Coaching = facts not opinions/ judgement
  • Need for providing facts based on observations as opposed to the more traditional approach to supervision and advice
  • Collegial Coaching is self evaluative for both people involved
  • It’s all about facts
  • Pedagogy is important and needs to be pulled out in the pre conference


One burning unanswered question

  • How can this be effectively implemented across the school?
  • How and I going to make this work at school?
  • How is this going to be effectively implemented?
  • How to structure introduction of Collegial Coaching to the school.
  • Nothing so far
  • What will this look like in my school context?
  • Nothing unanswered so far
  • How can I do this without a floating teacher at my school


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