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Coaching Mentoring and Reflecting Effectively: Creating a Culture of Excellence Through Colleague Collaboration and
Reflective Practice
Helene Chan, Norman Masuda and Duarte Silva
Stanford University School of Education/
Palo Alto Unified School District STARTALK Projects
STARTALK Network for Program Excellence Meeting
October 16-18, 2009
Chicago, Illinois
INTRODUCTIONS
Helene Chan, Chinese/French Teacher, Teacher Education Coordinator, Member of CFLP Leadership Team, STARTALK Instructor
Norman Masuda, Chinese Japanese, Teacher, Instructional Supervisor, Consultant--CFLP, PAUSD, WASC, STARTALK Instructor
Duarte Silva, Executive Director, CFLP, STARTALK Director
GOALS AND FOCUS of SESSION
• Share Stanford/PAUSD STARTALK model related to Coaching, Mentoring and Reflective Practices
• Demonstrate different aspects of our model
• Engage participants in discussion and activity for how to adopt the model and apply the model in your local contexts
• Respond to participants’ questions about the model
Connecting, Assessing Participants’ Prior Knowledge and Experience and Framing Main Concepts for the Session
Activity I—Tea Party
Form two lines so each of you faces a partnerForm two lines so each of you faces a partnerOne of the lines will be designated the “moving line”One of the lines will be designated the “moving line”
Meet/greet your partner, read and reflect on question that Meet/greet your partner, read and reflect on question that is posted on the screenis posted on the screen
Share your reflective thoughts with your partnerShare your reflective thoughts with your partner
Stop when asked by the FacilitatorStop when asked by the FacilitatorThe moving line moves one person to the right. The moving line moves one person to the right.
Now each of you has a new partnerNow each of you has a new partner
Repeat the process with each new question Repeat the process with each new question
TEA PARTY QUESTION I
When you think of the word “coach” what comes to mind?
TEA PARTY QUESTION II
Have you ever coached or been coached in a professional setting? If so, what were the outcomes? If not, what do you envision the outcomes to be?
TEA PARTY QUESTION III
Think of a time in which you received meaningful feedback from a colleague. What role did it play in supporting you to become a more effective educator?
TEA PARTY QUESTION IV
What role might coaching and reflective practices play in improving instruction for students?
TEA PARTY QUESTION V
What do you believe might be the benefits of having your STARTALK teacher-participants engage in a peer/cognitive coaching process?
OVERVIEW OF STANFORD/PAUSD PROGRAM MODEL
• Context in which the Model was developed and applied
• Different Components of the Model
• Roles--Peers, Coach
• Preparation of Participants to successfully engage in the process
• Developing a culture of inquiry, trust and collaboration
• Effective ways of providing feedback
DEMONSTRATION OF THE MODEL: PRE-CONFERENCE
• Peers meet, and complete pre-observation protocol
• Coach--observes and clarifies questions
DEMONSTRATION: TEACHING OF LESSON AND PEER OBSERVATION
• A peer teaches a lesson the other peer observes and takes notes
• Coach--observes and takes notes on the process
DEMONSTRATION: TEACHING A LESSON
• Topic: Overview of Peer Coaching and Reflective Practices
• Objective: Share key components of the Peer Coaching process and how it can be applied to create a collaborative culture of inquiry and trust in a language department or school.
Participants typically apply:
• 10% of what they learn in PD programs
• 25% if the learning including demonstration/practice
• 90% if the program includes a Peer Coaching/Colleague Collaboration Component (Showers and Joyce,
2002)
RESEARCH ON PEER COACHING
Peer Coaching: Collegiality
Webster Defines “Collegiality” as:
“The relationship of colleagues marked by equal sharing of power and authority.”
Peer Coaching: Collegiality
• Builds trust by developing positive rapport among colleagues
• Facilitates thinking through questioning and developing greater precision in language to describe our practices (Reflection)
• Develops a professional learning community that focuses on continuous improvement and collaboration
• Distinguishes between coaching and evaluation
• Promotes cognitive coaching interactions that are congruent with a variety of teaching styles and professional practices
• Encourages coaching skills which enhance the intellectual processes of performance and reflective practices.
Peer Coaching: Collegiality
Teaching Colleague(s)
Coach Pre-Conference Observation Post-Conference
Peer Coaching: Roles and Process
Pre-conference:
Purposes:
• Determine what is to be taught
• Clarify lesson’s objectives and the expected student performance
• Specify feedback sought by the Colleague/Coach
• Agree to collect desired data and provide feedback during the post-conference
Peer Coaching: Collegiality
Observation
Purposes:
• Observe and objectively capture classroom actions (teaching, student learning, management
strategies/ student interaction, etc.)
• Focus only on areas that were agreed to be observed
• Capture/organize data in a manner that is useful to the colleague being observed
Peer Coaching: Roles and Process
Post Observation: Role of the Teaching Colleague
Shares feedback/data on the specific instructional/management activity that was targeted for the observation.
Reflects along with his/her colleague on what was learned and how to apply “new learning” in the future lessons
Interacts positively with colleague regarding observation and through a questioning process engages the colleague on identifying strategies that may improve future practices.
Peer Coaching: Roles and Process
Post Observation: Role of the Coach: Observes and supports the integrity of the process
Allows primary interaction to occur among the peers
Promotes reflective practices by posing questions related to the feedback that is shared among the peers
Offers impartial insight related to effective practices
Interacts positively and offers support by acknowledging the progress being made in the targeted areas of performance.
Peer Coaching: Roles and Process
Teaching ColleaguesPre-ConferenceObservationPost-ConferenceBased on collegial relationshipsBuilds trust, leads to improved application of what is learned, develops
positive interactions among colleagues, and most important--improves learning in the classroom.
Peer Coaching: Summary
Peers meet and share findings from observation
Coach clarifies questions and aims to move the conversation to reflective model
Demonstration of the Model: Post Conference
Participants’ Questions
Model
Process
Roles
Impact
Application
CLOSURE
For more information on Peer Coaching please contact us:
Helene Chan: VIPchan@aol.com
Norman Masuda: norman@ntmasuda.com
Duarte Silva: duarte.silva@stanford.edu
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