Peer Coaching in Education
What is Coaching?
“There are only 15 seconds left in the game and we are 10 yards away from the goal line. I have faith that when you go back out there you can win us this game”
When the majority of people hear the word “coaching”, they automatically think sports. According to Merriam-Webster’s dictionary the definition of coach is “one who instructs or trains; especially: one who instructs players in the fundamentals of a competitive sport and directs team strategy e.g. football”. In our society we are surrounded by examples of athletics coaching but rarely do we encounter other models. The basic meaning of coaching is to “convey a valued person from where he or she is to where he or she wants to be” which is essentially “bringing out the best in a person”. (Goldsmith et al, 2000, p.167) All of the different types of coaching including executive, life, team, peer, and supervisory all follow this motto.
Supervisory coaching is the most widespread and commonly used coaching method in the workplace. Although this can be an effective method it can have negative impacts on the coachee due to the anxiety of being evaluated. Another method becoming more prevalent in the workplace, especially amongst teachers, is called “peer coaching”. This system is unique because you are being coached by someone on the same level, which results in alleviating some of the pressure. The focus of this paper is on peer coaching within the education system and how it can positively impact teacher skills as well as improve student’s learning experience.
Coaching versus Mentoring: Same or Different?
Often in literature the word coach will appear with the word mentor. Do they really mean the same thing? A mentor is typically someone who has a high level of expertise in a certain area and aids someone who is not as experienced. A common example of this is when a person in a higher-level position mentors a person in an entry-level position. This can also be true for the role of a coach. Although the “primary difference is that a coach is usually someone chosen by the one who wants to be coached.” (Barkley, 2005, p. 24) This is true for one type of coaching called “peer coaching”.
What is peer coaching?
Peer coaching is a reflective, non-judgmental form of coaching that has many different accepted definitions. It is becoming more frequent amongst teachers as a way to improve their teaching skills. A definition generated by Dr. Barbara Gottesman (1987) is “Peer coaching is simple nonthreatening structure designed for peers to help each other improve instruction or learning situation”. A more detailed definition from the Teachers Network is that “Peer coaching is a process in which two or more professional colleagues work together for a specific, predetermined purpose in order that teaching performance can be improved as well as validated”. (Becker, n.d.) Of all the definitions, similar rules are followed, which are to improve upon skills through reflection and collaboration without evaluation.
Peer coaching did not appear in literature until the 1980s. (Showers and Joyce, 1996, p.2) In the 1950s coaching “emerged in management literature as an approach to develop employees through a master-apprentice type of relationship”. Then during the 1970s, people began to “translate athletic and sports coaching into a managerial context.” (Ellinger et al, page 437) In the 1980s development began towards a model that would be used amongst teachers. The typical supervisory model consisted of pre-conference, observation and then post-conference. Bruce Joyce and Beverly Showers hypothesized that coaching would result in more transfer of information than typical training sessions. It was confirmed by results of their early studies “that showed that teachers who had a coaching relationship… practiced new skills and relationships more frequently than… their counterparts who worked alone.” (Showers and Joyce, 1996, p.2) This theory led to the establishment of the current model. In 1987, Dr. Barbara Gottesman created the current model by eliminating evaluation, judgment and supervision to the equation.
Principles of Peer Coaching
Beverly Showers and Bruce Joyce (1996) developed the theory behind peer coaching for teachers as well as the four principles. First, teachers must agree to be members of a peer coaching team and develop team norms. They must then agree to use whatever change is suggested, support one another and collect data on the effects of the change on the students. Secondly, the team must agree to “omit verbal feedback”. The purpose is to create a collaborative environment that is working towards a shared goal. Third, the team must decide who is going to pair with whom for observations. One teacher will be the coach and the other the coachee. Fourth, the team must have an understanding that the purpose of observations is to learn and collaborate without judgment or criticism.
Gottesman Model: The three phases
The first phase of peer coaching is peer watching. This phase is intended to form relationships with colleagues and “break down barriers that have been built up through years of isolation” (Gottesman, 2000, p.31) During this phase the coach does not provide any feedback and just watches. This phase may take longer or shorter depending on how comfortable the coachee becomes.
The peer feedback phase is a transition phase from watching to coaching. This is a pivotal phase where the coach is allowed to present the coachee with facts on their lesson but needs to make sure it is without criticisms or suggestions. Peer feedback involves “the request, the visit, the coach’s review of the notes, the talk after the visit, and the process review” (Gottesman, 2000, p.32) The talk after the visit is where the teacher begins to decide what areas he/she wants to explore and improve upon but without constructive feedback from the coach.
The peer coaching is where true coaching begins. The five steps described above for peer feedback are used in peer coaching but the coach is now allowed to give constructive feedback and help develop plans for improvement
Roles of Coach and Coachee
In order for the peer coaching model to be effective there are clear roles that the coach and coachee must play. The role of the coach is to ask the right questions and be mindful of what the coachee wants to achieve. The coach sets the tone for experimentation by encouraging the teacher to be creative and try new approaches. (Younghans, 2010, p.14) The characteristics a peer coach should process s according to Dale and Braswell are a positive attitude, competence in the subject matter, good communication skills, as well as resourceful and trustworthy.
The coachee must be open-minded and accepting of suggestions for peer coaching to be effective. In addition the coachee should agree to do the work that’s necessary to make changes, and improvements. (Barkley, 2005, p.84) It is the responsibility of the coachee to let the coach know what is working and was is not. Lastly, contrary to preconceived notions, the coachee must be the one in charge in the relationship.
How is it different from traditional supervisory coaching?
“No praise, No blame” is the motto for peer coaching. (Gottesman, 2000, p.8) This form of coaching is non-judgmental and non-evaluative. In a typical supervisory coaching model evaluation is incorporated. “In a true peer-coaching paradigm, evaluation through the coaching mechanism of the teacher does not occur… Instead, the coaching model should be used exclusively as a means for improving instructional practices.” (Younghans, 2010, p.26) This helps to take the pressure off of teachers during their performance. By creating a non-threatening environment teachers are more likely to take risks and be more creative.
One important difference of the peer coaching model is the specific role the coach plays during the beginning stages. The role of the coach is to observe and report back only on the areas that the teacher has requested. This allows the teacher to relax and focus on where he/she wants to improve first. The coach may other present the facts without placing any judgment. Once the teacher feels comfortable with his/her coach, they may ask to hear suggestions of where to improve. This model allows a relationship to be formed before the coach starts making constructive criticism in all areas of the teacher.
Teachers need to reflect and discuss with other teachers in order to be successful in their careers. “…one of the purposes of peer coaching is ‘to build communities of teachers who continually engage in the study of their craft, an interactive, reciprocal relationship among professionals, Arnau et al. 2004” (Showers and Joyce p. 26) This sense of community provides educators not only with a feeling of belonging but also with a foundation for improving themselves as professionals” (Little, 2005, p.87)
Along with the sense of community that develops from coaching your co-workers, this also creates a support group. “Peirce and Hunsaker (1996) state that peer coaching not only increases collegiality, but also enhances each teacher’s understanding of the concepts and strategies of teaching and sustains the movement toward restructuring traditional evaluation efforts by strengthening ownership of the change” (Little, 2005, p.87) The teachers who make the most of the process are able to explore new concepts and strategies while in the comfort of friends. (Little 2005) Receiving support is an important factor in any new endeavor in life.
With the added pressure of standardized tests, teachers often feel overwhelmed and alone. Little feels that if school districts continued “improve the way teachers work, learn, and interact with one another and their students, instead of focusing exclusively on standardized test scores, the educators would improve their abilities and enhance the outcome of their teaching.” (Little, 2005, p.90) By creating a sense of community among colleagues everyone will feel that they can ask for help and share lesson plans with one another. Peer coaching takes away the sense of competition and transforms the environment into an open place of shared information.
Why Peer Coaching?
“ It is an opportunity for two individuals to enter into an ongoing dialogue and relationship, the focus of which is to improve skills, techniques and behaviors that lead to professional and personal success.” (Barkley, 2005, p.39)
This approach to teacher training is a proven effective way to improve pedagogical skills. A study conducted by Beverly and Joyce in 1990 showed that when teachers were coached 80 percent then implemented the new strategies in the classroom as compared to 10 percent when teachers only had a training session. (Barkley, 2005, p.8) “With coaching teachers discover — usually for the first time —how to reflect on their teaching in ways that add value to their methods and an enhanced level of professionalism.”(Barkley, 2005, p.4)
Gottesman characterized three main areas where peer coaching benefits including professional growth, personal needs and institutional needs. As a professional teacher it encourages you to examine your lessons more thoroughly, discuss concerns with peers, increasing time spent on instructional improvements, and gives teachers a “new sense of empowerment”. Personally teachers gain adult feedback, develop support systems, improve collegial relationships and improve energy levels. The institutional needs addressed are the improved quality of instructions for all students, greater creativity, and greater transfer of learning. (Gottesman, 2000, p.126)
There have been numerous studies conducted to confirm that peer coaching is an effective way to improve teaching skills. A study was conducted by the Allegheny-Singer Research Institute to show the effects of peer coaching on teacher and student outcomes with four different teachers of various experience levels. The teachers were all asked to develop their lesson plans and teach them first alone, then with a peer, and then revisit them alone for a final review. The effects included more procedural changes during the peer coaching phase than the independent development phase. (Kohler et al, 1997, p.248) With the addition of the peer coach the teachers overall developed more engaging lessons for their students.
Benefits of peer coaching among teachers consist of improved student achievement and enhanced student progress, increased ability to analyze their own lessons, better understanding of what we know about best practices in teaching and learning wider repertoire of instructional strategies/resources, deeper sense of efficacy, stronger professional ties with colleagues, improved teaching performance, a better articulated curriculum, more cohesive school culture, and positive school climate. (Becker, n.d.) Peer coaching has monetary benefits as well. Instead of paying trained professionals to run workshops where participants rarely retain the information, teachers can work together over time towards change.
Are Teachers Ever Unconvinced?
Anonymous teacher responses:
“My classroom is my terrain; I don’t want others in there telling me what to do”
“I don’t need coaching; I’m a tenured teacher!”
“Stress: just one more thing added to my already- full plate”
(Barkley, 2005, p.84)
Teaching is a unique profession because they work in isolation from their colleagues and have a tendency to develop a “four wall mentality” (Little, 2005, p.87). Due to this structure it is very difficult for teachers to ever improve their skills. A superintendent in South Carolina named Dr. Jennings advises all teachers to develop peer coaching relationships. He believes we have failed in creating the type of environment where teachers can improve their skills. “If teachers were flowers they would die on the vine from lack of nourishment”. (Gottesman, 2000, p.3) The way the system works most teachers will reach their full potential by their fifth year. After this time many teachers start to loose they’re drive. Often you hear of teacher’s “burning out” and it is partially because they stop reflecting on their curriculum. With the implementation of non-evaluative peer coaching teachers will be inspired to try to new creative methods for teaching.
Quote from an anonymous teacher:
Not just for myself, but for others as well, peer coaching helps meet the various needs of many teachers in all settings. Encouragingly, with many school districts moving toward more inclusive environments and the changing roles of all educators, peer coaching could become both a practical and powerful tool in increasing communication and collaboration between all educators. (Little, 2005, 90)
Students in peer coaching roles
Students can also benefit from peer coaches. The incorporation of student coaches works well in large classrooms where there are different levels of learners. This allows more one on one learning time for the student being coached. Often the coach and coachee relationship will be referred to as a buddy system. Once the buddies are established the coach will work with the teacher to create and plan to improve the coachee’s skills.
A study was conducted by three Colorado professors on the effects on student coaches within two different elementary schools. (Brewer et al, 2003) The model used for students is different from the typical model used amongst teachers. First the coachee’s needs are identified followed by being paired with an appropriate learning buddy (coach) who can help. They then set up a schedule and a supervisor (most likely their teacher) to be involved in the process. Once the coach identifies the needs of the coachee, he/she sits down with their supervisor to draft lesson plans to help the coachee. Then the lesson plans are implemented, reflections are written done by both buddies, and then the supervisor conducts a final evaluation. Some reflections from the students were “Planning was hard but fun to know you would be helping”, “it was fun and we get to teach”. “it’s fun because you make other friends”. This model proved to be successful for both elementary schools who agreed they would use peer coaching again next year. (Brewer et al, 2003, p.120)
Conclusion
The role of a teacher is not easy. “Teachers are now not only charged with helping students learn in a world drowning in new information and technology but are called upon to serve as social worker, nutritionist, counselor, whistle-blower, cop, nose-blower and more” (Barkley, 2005, p.5) With all this and more on teacher’s plates, incorporating a peer coaching program within a school may evoke all kinds of emotions at first. Extensive research has shown that the implementation of a peer coaching program benefits both the teachers and the students. Hopefully more schools across the country will incorporate this approach to break the “isolation” and form communities amongst fellow teachers.
Reflections on the Research
After extensively researching peer and supervisory coaching I decided that I wanted to write this paper on a topic that would be most beneficial to my career. I am about to embark on a journey as a new teacher where I will be constantly looking for ways to improve. Peer coaching is inspiring to me because it is an empowering way for teachers to come together to improve the learning experience of their students. By allowing more time to discuss and reflect this increases the time spent dedicated to improving curriculum and instructional strategies. The public education system is failing many students and is constantly being criticized from all angles. I hope to help change the negative perceptions of public school. I feel that peer coaching is an excellent way for teachers to take charge in their schools and make a difference in the lives of the students. Through peer coaching teachers can continue to grow and improve without the anxiety of the traditional supervisory coaching method.
Literature Cited
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