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a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research- based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
Peer Coaching Experience
All of the performance indicators in this standard charge one to coach teachers. The first performance indicator, 2a., is a good place to address my work in peer coaching specifically. I have worked to create technology-enhanced learning experiences addressing content and student tech standards and student need. I have experience working as a peer coach both formally with a mentee and informally via teacher collaboration. I started this process Exploring What It Means to Be a Peer Coach, focusing on differentiating peer coaching from evaluation. I learned that peer coaching relationships need to be:
- learner-centered
- no fault
- strengths-based
I also explored coaching relationships with a new teachers in my post Coaching Relationships with New Teachers: Implementing Inquiry Over Advocacy and created the above graphic to highlight the journey of a new teacher. The theme of inquiry of advocacy emerged as a significant aspect of any peer coaching relationship, specifically one focused on the use of educational technology. In order to build capacity, I also learned that it is important to incorporate:
- active listening
- paraphrasing
- clarifying and probing questions
My Peer Coaching Plan below outlines my experience as a peer coach in one particular relationship and specifically highlights the process of addressing content and student technology standards. I later reflected on this process further in my post, Reflections on Peer Coaching: Experiences and Essentials and created the above graphic of peer coaching essentials.
Peer Coaching Plan
PeerCoachingPlan1
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