ICT Peer Coaching

1、 ict peer coaching program manual this 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. 2 ict peer coaching program manual table of contents

2、ict peer coaching program .4 introduction.4 purpose of this manual.4 peer coaching and ict.4 why peer coaching?.5 what is peer coaching?.5 role of school leadership.5 the coaching cycle .7 school leaders section.8 getting started.9 guiding questions for thinking about an ict peer coaching program .9

3、 is your school coaching ready? - what do coaches and coachees identify as the success characteristics? .9 identifying ict peer coaches .9 characteristics of a successful peer coach.10 teacher readiness to become a coachee .10 ict peer coaching program and the epotential ict capabilities resource fo

4、r teachers.10 other resources to support school leaders to plan professional learning programs.11 sl resource 1 school support agreement.12 sl resource 2 building a culture of professional learning.15 sl resource 3 performance and development culture self assessment framework levels 4 and 5.17 peer

5、coaches section .19 ict peer coaches.20 communication skills.20 other possible questions stems.21 peer coaching resources.22 pc resource 1 peer coaching roles and responsibilities.23 pc resource 2 peer coaching plan.26 you as ict peer coach.26 introducing your program.26 background information .26 c

6、onnecting peer coaching to other initiatives.27 looking ahead.27 reflection.27 pc resource 3 norms of collaboration: inventory.28 this 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 ses

7、sion and use the inventory to guide your reflection. alternatively, you could ask a colleague to sit in on a session and observe you.28 when working with my coachee(s) i .28 pc resource 4: introducing the ict peer coaching program to teachers.30 coachees .31 being a coachee.32 coachee resources.32 c

8、 resource 1 personal peer coaching plan.33 c resource 2 learning activity checklist.35 c resource 3 collaboration log.36 general protocols.37 the coaching protocol - planning.38 the coaching protocol - reflection.40 appendix 1.42 frequently asked questions about coaching (faq).42 3 what are some of

9、the roles coaches play? .42 is the coach there to provide technical support? .43 what is reasonable for teachers to expect from their coach? (i am already busy, and i am worried that other teachers will expect too much of me).43 how do i find time to coach other teachers during the workday?.43 how d

10、o i get started as a coach?.44 how do schools evaluate the success of their peer coaching program?.44 peer coaching references.45 4 ict peer coaching program the more powerful technology becomes, the more indispensable good teachers are. - michael fullan introduction the ict peer coaching program wa

11、s made available through microsofts partners in learning (pil) program. the department of education and early childhood development (deecd) is a partner in this program. information about pil can be found at: http:/ the ict peer coaching program was piloted in 2007 and has been an integral element o

12、f the catalyst: changing teacher practice initiative, deecds 2008-09 pil program. the ict peer coaching program has also been used by the ultranet coaches to support teachers in the integration of information and communication technologies (ict) in their learning and teaching programs. purpose of th

13、is manual there is no single approach to professional learning which fully meets the needs of every teacher or school. the ict peer coaching 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

14、as action research, just-in-time support, professional learning networks, etc. peer coaching also needs to be considered within the context 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

15、 individual instances of peer coaching. however, this manual is also a resource to support the implementation of a school-wide culture of peer coaching, and to embed professional learning in the daily work of teachers. each template is numbered. they are coded as follows: sl school leader resource p

16、c peer coach resource c coachee resource peer coaching and ict the term, ict peer coach, is used in this manual to refer to teachers who have a designated role as an ict peer coach within their school. the ict peer coach supports teachers to integrate ict in their learning and teaching program effec

17、tively 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 staff 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 the

18、ir 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 on 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

19、used by external personnel such as ultranet coaches, teaching and learning coaches and other regional personnel. 5 why peer coaching? the relationship between three types of professional learning or training and their impact on teachers is shown in the following table. according to this data, peer c

20、oaching 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 from the research of joyce and showers, who are leading researchers in the area of peer coaching. type of training knowledge mastery skill acquisition

21、 classroom application theory85%15%5 -10% practice85%80%10 -15% coaching, study teams, peer visits90%90% 80 - 90% this table was adapted from the research of showers and joyce on the impact of professional development. peer coaching reflects the departments seven principles of highly effective profe

22、ssional learning (.au/blueprint/fs5/default.htm) in that the professional learning is: focused on improving student outcomes informed by the best available research on effective learning and teaching embedded in teacher practice collaborative and reflective based on feedback

23、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 teachers work with one another to share expertise and provide feedback, support and assistance. the peer coach does not advise or tell. he or she

24、 asks questions and supports the coachee to find their own answers. peer coaching is not mentoring. peer coaching: provides job-embedded professional feedback and support promotes active learning by offering teachers opportunities to become involved in meaningful discussion and planning, observe oth

25、er teachers, be observed, and receive feedback offers teachers opportunities to link the ideas learned in professional learning sessions to their teaching context is a collaborative partnership between peer coach and coachee and not a mentor- novice relationship. role of school leadership peer coach

26、ing 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 more effectively, which benefits not only the teachers with whom the coaches work, but also other teachers across the school, as new prac

27、tices 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 school leadership. an effective peer coaching program in a school can be sustainable only if it aligns with the schools goals and culture. whil

28、e 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 among teaching staff or shared leaders. a school culture where professional learning is seen as part of teachers daily work, not disconnect

29、ed or added on at the end of the school day, where classroom observations, ongoing professional conversations and 6 reflection on what makes good learning and teaching are a regular and valued part of the school day, is a culture which allows peer coaching to have the greatest impact. peer coaching

30、can contribute to the creation of a collaborative work culture and a learning community that values and believes in continuous improvement, when school leaders support is practical and informed. 7 the coaching cycle the coaching cycle outlined below shows how a model of peer coaching develops. asses

31、s determine preparation required by both coach and coachee. set goals (pre-observation conference) coachee and coach work collaboratively to: identify school goals. determine classroom goals. identify activity/project. determine required skills. prepare coachee and/or coach: set model for learning a

32、ctivities. plan activity/project. share lessons/resources. create/adapt materials. review/learn ict skills. implement (observation) model/team teach (coachee and/or coach) apply/adjust (coachee) observation and data collection (coach) reflect/debrief (post-observation conference) presentation and an

33、alysis of data (coachee and coach) reflect on learning (coachee) plan future activities (coachee and coach) 8 school leaders section 9 getting started as with any school-based initiative or program, support by the school leadership team is essential for the program to have an impact at school level.

34、 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 offers for student learning. peer coaching is an effective means of professional development only if it aligns with the school

35、s 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 understanding of how peer coaching supports attainment of the goals. classroom teachers have to focus their efforts on reac

36、hing 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 assist school leaders to consider the value of the ict peer coaching program in their school and articulate this to the b

37、roader 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 learning of our teachers? how will it support student learning? how will an ict peer coaching program support the school stra

38、tegic 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, professional learning)? what outcomes do we want for the ict peer coaching program at this school? how will the ict peer coach

39、ing 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 you ict peer coaching program. are teachers always ready to help each other? is there an existing culture of support? do

40、 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 adequate ict hardware, software, technical support and access for all teachers and students across the school? does the

41、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 they actively seek ways to improve their classroom practice? is the school leadership team committed to the implementatio

42、n 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 ict peer coaches need? how will we identify potential ict peer coaches? will it be through application, nomination or

43、invitation? what processes and timelines are needed for selecting ict peer coaches? what support will be available to the ict peer coaches? 10 characteristics of a successful peer coach teachers have identified the following success characteristics for peer coaches: ability to build trust with peers

44、 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 show teachers how to build on what they are doing with different pedagogical approaches and integration of ict abl

45、e 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 work ethic understands that there will be a lot of extra work provides a safe risk-taking environment - is non-thr

46、eatening, 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 pedagogical practices knowledge of how to organise/structure an ict-rich learning environment recognised by staff as

47、a strong or outstanding teacher teacher readiness to become a coachee what coaches say are the success characteristics of teachers who use coaching effectively. the teacher: sees the need and purpose for this work is able to see how valuable it is recognises it is okay to make mistakes or ask dumb q

48、uestions 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,

49、curriculum and timetable able to make use of peer coaching as a professional learning opportunity. as you work through the sections above, you may wish to refer to sl resource 1: school support agreement with your ict peer coaches to formalise this process. this document outlines the support the sch

50、ool will give peer coaches to complete a successful ict peer coaching program in the school. ict peer coaching program and the epotential ict capabilities resource for teachers the epotential: ict capabilities resource for teachers (http:/epotential/.au) is available to all victoria

51、n government schools. it provides an online survey for classroom teachers to place themselves on the continuum of ict capabilities. based on the survey results, teachers are guided to banks of interactive resources, journal tools and planning tools to support ongoing professional learning. 11 the co

52、ntinuum moves from foundation, emergent, innovative and transformative levels across the key areas of: learning and teaching assessment and reporting classroom organisation ict ethics resources ict professional learning ict leadership. ict peer coaches can play a significant role in transforming lea

53、rning and teaching and building the capacity of schools. the table below illustrates the characteristics of ict peer coaches operating at a transformative level on the epotential ict capabilities resource for teachers. key areastransformative level learning and teachinguses ict innovatively to engag

54、e students in a way that was never possible before, leading to learning new things in new ways assessment and reportingencourages, develops and implements digital assessment and reporting tools for effective learning and teaching for whole school and beyond classroom organisationcreates environments

55、 where students are empowered to use ict in a manner that meets their individual learning needs, maximising available resources ict ethicsleads students and peers in the socially responsible practice and access of ict for learning and teaching resourcescontributes and provides leadership for the use

56、 of ict resources for a richer learning and teaching practice ict professional learning leads, evaluates and supports professional learning for the optimal use of ict for new and effective ways of learning and teaching ict leadershipprovides leadership within and beyond the school for peers to integ

57、rate ict for powerful learning and teaching. other resources to support school leaders to plan professional learning programs school leader resource descriptions and the resources themselves follow. sl resource 1: school support agreement may be a useful planning tool for school leaders to plan for

58、the professional learning culture they wish to cultivate across the school. it could assist them to use ict peer coaches to further support and enhance the existing strategies and culture. sl resource 2: building a culture of professional learning is a reflection tool that enables principals to eval

59、uate the schools values, approaches and levels of collaboration. this will assist them to develop goals to identify areas in the school culture that most need improvement, and to plan for high quality professional learning to embed effective ict practices. sl resource 3: performance and development

60、culture self assessment framework (levels 4 and 5) is included in this manual as an additional resource to assist principals to evaluate the potential of a peer coaching program for their school. 12 sl resource 1 school support agreement name of peer coach: e-mail: role in school: name of principal: