PEER COACHING

Innovating Peer Coaching Under Pedagogy

Innovating Peer Coaching Under Pedagogy

Introduction

Knowledge in all areas of pedagogy is growing rapidly due to recent brain research and intensive work to improve the quality of education. Committee staff person cannot solve the problem of trying to set the needs of the school and the transfer of all the recent general studies in two or three in-service days a year. A well-planned in-service days can be an invigorating and informative, but studies show that there is little impact on teaching students the following One-Shot approaches. Thus, we must become creative in finding effective programs for professional development, which are ongoing and contribute to the success in the classroom. This article offers a response to this challenge by offering peer coaching to on-site staff development, with specific proposals for the immersion context.

Efficiency

Peer coaching has come to the fore in many educational institutions as a key approach to effective professional development. It includes three components: self-directed learning, the sustainable development of knowledge and sharing expertise. Immersion teachers in a unique situation due to the fact that most of them were not prepared specifically for immersion learning, and that they often work with administrators who are not very well versed in the pedagogy of immersion. The absence of specific immersion training the main reasons for the current dive teachers conducts self-study (Becker, 1999, p. 775).

Obviously that is a very effective teacher, not the result of one-time investment, but is constantly evolving process. A recent study illustrates the importance of conceptualizing teacher development as a lifelong process, [and] the importance of collective or interactive professionalism (Becker, 1999, p. 775). Teachers must see their professional development as part of its ongoing responsibilities. Teachers have shown that a reasonable and effective way to implement the continuing professional development in collaborative settings. Based on a survey conducted by day and Shapson (1996) with Canadian immersion teachers, the teacher rated as most important for the professional development of joint planning, work or study "(p. 123, emphasis in original). Collaboration has become a key technology in school improvement.

Aspects for Consideration

Committee staff development at the school can offer peer coaching as an option for continuing professional development. Although the principal can also explain the process to staff, teachers may be more open to ideas, if presented by other teachers. Nevertheless more administrative support to the process, the process becomes better.

1. Earlier this year, explain the idea of peer coaching program is for all staff, which indicates the necessity of commitment and choice involved. Offer it as an additional professional development opportunity.

2. Once employees have chosen to participate, to hold a second meeting with this core group to address the following questions. (If funds are made available, provide half or full day subtitles for each pair so that they could prepare a plan of action.)

a. Partnership: The presence of teachers to choose their partners are much less dangerous than the appointment of partners. In addition, many will have reasons for choosing a particular partner ...