Capacity-building peer coaching is effective because:
– Participation is voluntary.
– Inviting Educator (IE) and coach choose each other and switch roles.
– While the coach supports the educator throughout the process,
the educator makes final decisions on the focus, new strategies
to try, and how progress will be measured.
– The focus topic might be on any aspect related to teaching and learning or supervision,
including behind the scenes work, how students work
in small groups, finding/creating materials, and more. Observing
is not necessarily relevant and only occurs when the educator invites it.
– Coach doesn’t need expertise in the focus topic – the Inviting Educator and
coach together investigate it.
– Record of the coaching isn’t kept in administrative files other
than possible commendations.
RESULTS
- Professional development is geared towards an educator’s particular situation
- Culture of inquiry and lifelong learning is forwarded
- The coach’s own practices are enhanced
- Collaboration and collegiality are supported
- Practices that increase academic or social/emotional learning are strengthened
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