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1、 ICT Peer Coaching Program ManualThis program is based on the Microsoft ICT Peer Coaching Program and is part of Microsofts Partners in Learning Program, in which the Department of Education and Early Childhood Development Victoria is a partner. ICT Peer Coaching Program Manual Table of ContentsICT
2、PEER COACHING PROGRAM4Introduction4Purpose of this manual4Peer coaching and ICT4Why peer coaching?5What is peer coaching?5Role of School Leadership5The Coaching Cycle7SCHOOL LEADERS SECTION8Getting Started9Guiding Questions for thinking about an ICT Peer Coaching Program9Is your school Coaching Read
3、y? - What do coaches and coachees identify as the success characteristics?9Identifying ICT Peer Coaches9Characteristics of a Successful Peer Coach10Teacher readiness to become a coachee10ICT Peer Coaching Program and the ePotential ICT Capabilities Resource for Teachers10Other Resources to Support S
4、chool Leaders to Plan Professional Learning Programs11SL Resource 1 School Support Agreement12SL Resource 2 Building a Culture of Professional Learning15SL Resource 3 Performance and Development Culture Self Assessment Framework Levels 4 and 517PEER COACHES SECTION19ICT Peer Coaches20Communication S
5、kills20Other Possible Questions Stems21Peer Coaching Resources22PC Resource 1 Peer Coaching Roles and Responsibilities23PC Resource 2 Peer Coaching Plan26You as ICT Peer Coach26Introducing Your Program26Background Information26Connecting Peer Coaching To Other Initiatives27Looking Ahead27Reflection2
6、7PC Resource 3 Norms of Collaboration: Inventory28This is a good resource to use to help you reflect on your practice as a peer coach. You might want to seek permission from your coachee to video tape a peer coaching session and use the inventory to guide your reflection. Alternatively, you could as
7、k a colleague to sit in on a session and observe you.28When working with my coachee(s) I 28PC Resource 4: Introducing the ICT Peer Coaching Program to Teachers30COACHEES31Being a Coachee32Coachee Resources32C Resource 1 Personal Peer Coaching Plan33C Resource 2 Learning Activity Checklist35C Resourc
8、e 3 Collaboration Log36GENERAL PROTOCOLS37The Coaching Protocol - Planning38The Coaching Protocol - Reflection40APPENDIX 142Frequently Asked Questions about Coaching (FAQ)42What are some of the roles coaches play?42Is the coach there to provide technical support?43What is reasonable for teachers to
9、expect from their coach? (I am already busy, and I am worried that other teachers will expect too much of me).43How do I find time to coach other teachers during the workday?43How do I get started as a coach?44How do schools evaluate the success of their peer coaching program?44PEER COACHING REFEREN
10、CES45ICT Peer Coaching ProgramThe more powerful technology becomes, the more indispensable good teachers are.- Michael FullanIntroductionThe ICT Peer Coaching program was made available through Microsofts Partners in Learning (PiL) Program. The Department of Education and Early Childhood Development
11、 (DEECD) is a partner in this program. Information about PiL can be found at: The ICT Peer Coaching program was piloted in 2007 and has been an integral element of the Catalyst: Changing Teacher Practice initiative, DEECDs 2008-09 PiL program. The ICT Peer Coaching program has also been used by the
12、Ultranet coaches to support teachers in the integration of Information and Communication Technologies (ICT) in their learning and teaching programs. Purpose of this manualThere is no single approach to professional learning which fully meets the needs of every teacher or school. The ICT Peer Coachin
13、g program is grounded in research and customisable to both teacher goals and whole school goals, but it is just one strategy in a repertoire of strategies, such as action research, just-in-time support, professional learning networks, etc. Peer coaching also needs to be considered within the context
14、 of other professional learning programs and initiatives provided by DEECD.Many of the strategies and resources included in this manual could be used to support individual instances of peer coaching. However, this manual is also a resource to support the implementation of a school-wide culture of pe
15、er coaching, and to embed professional learning in the daily work of teachers.Each template is numbered. They are coded as follows:SL School Leader resourcePC Peer Coach resourceC Coachee resourcePeer coaching and ICTThe term, ICT Peer Coach, is used in this manual to refer to teachers who have a de
16、signated role as an ICT peer coach within their school. The ICT Peer Coach supports teachers to integrate ICT in their learning and teaching program effectively to maximize student learning. This manual has been developed as a school-based model, and as such, the ICT Peer Coach is a peer, a fellow s
17、taff member, not from outside the school. He or she may be a full time classroom teacher, they may have another role in the school in combination with their ICT peer coaching role, or they may be full time in the role. The number of coachees the ICT Peer Coach can work with in their school depends o
18、n the time release available for both coach and coachee. However, the model and resources included in this manual are flexible and adaptable and could be used by external personnel such as Ultranet coaches, Teaching and Learning coaches and other regional personnel.Why peer coaching?The relationship
19、 between three types of professional learning or training and their impact on teachers is shown in the following table. According to this data, peer coaching is among the types of training activity that have by far the greatest impact on what happens in classrooms. The data in the table was adapted
20、from the research of Joyce and Showers, who are leading researchers in the area of peer coaching. Type of trainingKnowledge MasterySkill AcquisitionClassroom ApplicationTheory85%15%5 -10%Practice85%80%10 -15%Coaching, study teams, peer visits90%90% 80 - 90%This table was adapted from the research of
21、 Showers and Joyce on the impact of professional development.Peer coaching reflects the departments Seven Principles of Highly Effective Professional Learning (http:/www.sofweb.vic.edu.au/blueprint/fs5/default.htm) in that the professional learning is: focused on improving student outcomes informed
22、by the best available research on effective learning and teaching embedded in teacher practice collaborative and reflective based on feedback and evidence to guide teacher learning an ongoing, supported element within the school culture. What is peer coaching?Peer coaching is a process by which teac
23、hers work with one another to share expertise and provide feedback, support and assistance. The peer coach does not advise or tell. He or she asks questions and supports the coachee to find their own answers. Peer coaching is not mentoring. Peer coaching: provides job-embedded professional feedback
24、and support promotes active learning by offering teachers opportunities to become involved in meaningful discussion and planning, observe other teachers, be observed, and receive feedback offers teachers opportunities to link the ideas learned in professional learning sessions to their teaching cont
25、ext is a collaborative partnership between peer coach and coachee and not a mentor-novice relationship.Role of School LeadershipPeer coaching is a valuable strategy for building capacity at the school level. It can develop leadership qualities in coaches and increase the capacity of teachers to work
26、 more effectively, which benefits not only the teachers with whom the coaches work, but also other teachers across the school, as new practices are modeled, shared and co-developed. However, the impact of coaches and coaching programs depends on the level of support given to the program by the schoo
27、l leadership. An effective peer coaching program in a school can be sustainable only if it aligns with the schools goals and culture. While it can be relatively easy to match coaching with school goals, it isnt always easy to fit coaching within a school culture that does not support collaboration a
28、mong teaching staff or shared leaders. A school culture where professional learning is seen as part of teachers daily work, not disconnected or added on at the end of the school day, where classroom observations, ongoing professional conversations and reflection on what makes good learning and teach
29、ing are a regular and valued part of the school day, is a culture which allows peer coaching to have the greatest impact. Peer coaching can contribute to the creation of a collaborative work culture and a learning community that values and believes in continuous improvement, when school leaders supp
30、ort is practical and informed. The Coaching CycleThe Coaching Cycle outlined below shows how a model of peer coaching develops.Assess Determine preparation required by both coach and coachee.Set Goals (Pre-Observation Conference)Coachee and Coach work collaboratively to: Identify school goals. Deter
31、mine classroom goals. Identify activity/project. Determine required skills. Prepare Coachee and/or Coach: Set model for learning activities. Plan activity/project. Share lessons/resources. Create/adapt materials. Review/learn ICT skills. Implement (Observation) Model/team teach (Coachee and/or Coach
32、) Apply/adjust (Coachee) Observation and data collection (Coach)Reflect/Debrief (Post-Observation Conference) Presentation and analysis of data (Coachee and Coach) Reflect on learning (Coachee) Plan future activities (Coachee and Coach)School Leaders SectionGetting StartedAs with any school-based in
33、itiative or program, support by the school leadership team is essential for the program to have an impact at school level. School leaders need to demonstrate an understanding of the goals of the program, how it supports and complements broader school goals, and most importantly, the benefits it offe
34、rs for student learning.Peer coaching is an effective means of professional development only if it aligns with the schools educational goals and professional development plan. Whatever the schools goals, it is critical that coaches, teachers they collaborate with and their principals have a clear un
35、derstanding of how peer coaching supports attainment of the goals. Classroom teachers have to focus their efforts on reaching the schools goals, and coaches need to collaborate with teachers to create and implement ICT rich projects designed to address the goals. The following guiding questions may
36、assist school leaders to consider the value of the ICT Peer Coaching Program in their school and articulate this to the broader school community.Guiding Questions for thinking about an ICT Peer Coaching Program Why do we think an ICT peer coaching program has a role to play in the professional learn
37、ing of our teachers? How will it support student learning? How will an ICT peer coaching program support the School Strategic Plan or the Annual Implementation Plan? How can we best support an ICT peer coaching program (consider budget for time release and resources, e.g. software, personnel, profes
38、sional learning)? What outcomes do we want for the ICT peer coaching program at this school? How will the ICT peer coaching program be introduced to staff?Is your school Coaching Ready? - What do coaches and coachees identify as the success characteristics?The following questions may you plan for yo
39、u ICT Peer Coaching Program. Are teachers always ready to help each other? Is there an existing culture of support? Do school learning and teaching goals include ICT? Is there a culture of professional risk-taking in the school? Is there trust in ICT Peer coaches to use their time well? Are there ad
40、equate ICT hardware, software, technical support and access for all teachers and students across the school? Does the leadership team take a flexible approach to scheduling time for ICT Peer Coaches and their coachees to meet? Do teachers in this school see themselves as lifelong learners and do the
41、y actively seek ways to improve their classroom practice? Is the school leadership team committed to the implementation of an ICT peer coaching in the school?Identifying ICT Peer Coaches What will the role of the ICT Peer Coaches at our school be? What skills, strengths and understandings will our I
42、CT Peer Coaches need? How will we identify potential ICT Peer Coaches? Will it be through application, nomination or invitation? What processes and timelines are needed for selecting ICT Peer Coaches? What support will be available to the ICT Peer Coaches?Characteristics of a Successful Peer CoachTe
43、achers have identified the following success characteristics for Peer Coaches: Ability to build trust with peers Builds on a teachers needs Open to learning about new and emerging technologies Team player Communicates well, listens to teachers Knows what teachers are doing in their classrooms Can sh
44、ow teachers how to build on what they are doing with different pedagogical approaches and integration of ICT Able to give teachers a menu of options and let them decide what might be useful for them Always has a back-up (plan in case of ICT glitches) Highly organised, plans well in advance Strong wo
45、rk ethic Understands that there will be a lot of extra work Provides a safe risk-taking environment - is non-threatening, non-judgemental and accepting Flexible Has enough depth and breadth of knowledge to help teachers who are at various stages of ICT integration, including knowledge of sound pedag
46、ogical practices Knowledge of how to organise/structure an ICT-rich learning environment Recognised by staff as a strong or outstanding teacherTeacher readiness to become a coacheeWhat coaches say are the success characteristics of teachers who use coaching effectively. The teacher: sees the need an
47、d purpose for this work is able to see how valuable it is recognises it is okay to make mistakes or ask dumb questions is open to learning and open to being supported to think more deeply about their teaching practice is committed to learning, and willing to try new things out feels okay about taking risks and failing maintains a flexible classroom approach, including willingness to change teaching styles, curriculum and timetable a
