ICT Peer Coaching

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. 2ict peer coaching program manual table of contentsict

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

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

4、resources to support school leaders to plan professional learning programs.11sl resource 1 school support agreement.12sl resource 2 building a culture of professional learning.15sl resource 3 performance and development culture self assessment framework levels 4 and 5.17peer coaches section .19ict p

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

6、nitiatives.27looking ahead.27reflection.27pc resource 3 norms of collaboration: inventory.28this 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 yo

7、ur reflection. alternatively, you could ask 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 teachers.30coachees .31being a coachee.32coachee resources.32c resource 1 personal peer coaching plan.33c

8、resource 2 learning activity checklist.35c resource 3 collaboration log.36general protocols.37the coaching protocol - planning.38the coaching protocol - reflection.40appendix 1.42frequently asked questions about coaching (faq).423what are some of the roles coaches play? .42is the coach there to prov

9、ide technical support? .43what 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).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

10、 success of their peer coaching program?.44peer coaching references.454ict 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) pr

11、ogram. 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 of the catalyst: changing teacher practice initiative, deecds 2008

12、-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 this manualthere is no single approach to professional learning whi

13、ch 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 as action research, just-in-time support, professional learning ne

14、tworks, 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 individual instances of peer coaching. however, this manual is als

15、o 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 resourcepc peer coach resourcec coachee resourcepeer coaching and ictthe term,

16、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 effectively to maximize student learning. this manual has been developed as a

17、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 their ict peer coaching role, or they may be full time in the role. the numb

18、er 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 used by external personnel such as ultranet coaches, teaching and learnin

19、g coaches and other regional personnel.5why 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 coaching is among the types of training activity that have by far the greates

20、t 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 trainingknowledge masteryskill acquisitionclassroom applicationtheory85%15%5 -10%practice85%80%10 -15%coaching, study te

21、ams, 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 professional learning (.au/blueprint/fs5/default.htm) in that the

22、 professional learning is: focused on improving student outcomesinformed by the best available research on effective learning and teachingembedded in teacher practicecollaborative and reflectivebased on feedback and evidence to guide teacher learningan ongoing, supported element within the school cu

23、lture. 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 asks questions and supports the coachee to find their own answers. peer coaching is not m

24、entoring. peer coaching: provides job-embedded professional feedback and supportpromotes active learning by offering teachers opportunities to become involved in meaningful discussion and planning, observe other teachers, be observed, and receive feedbackoffers teachers opportunities to link the ide

25、as learned in professional learning sessions to their teaching contextis 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

26、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 practices are modeled, shared and co-developed. however, the impact of coaches and coaching programs

27、 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. while it can be relatively easy to match coaching with school goals, it isnt always easy to fit coac

28、hing 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 disconnected or added on at the end of the school day, where classroom observations, ongoing professional

29、conversations and 6reflection 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 can contribute to the creation of a collaborative work culture and a learning community that valu

30、es and believes in continuous improvement, when school leaders support is practical and informed. 7the coaching cyclethe coaching cycle outlined below shows how a model of peer coaching develops.assessdetermine preparation required by both coach and coachee.set goals (pre-observation conference)coac

31、hee 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 activities. plan activity/project. share lessons/resources. create/adapt materials. review/learn ict skills

32、. implement (observation)model/team teach (coachee and/or coach)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)8schoo

33、l leaders section9getting startedas 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. school leaders need to demonstrate an understanding of the goals of the program, how it supports and complements broa

34、der 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 schools educational goals and professional development plan. whatever the schools goals, it is critical that coaches, teacher

35、s 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 reaching the schools goals, and coaches need to collaborate with teachers to create and implement ict rich projects designe

36、d 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 broader school community.guiding questions for thinking about an ict peer coaching programwhy do we think an ict peer co

37、aching 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 strategic plan or the annual implementation plan?how can we best support an ict peer coaching program (consider budget for time

38、 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 coaching program be introduced to staff?is your school coaching ready? - what do coaches and coachees identify as the success chara

39、cteristics?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 school learning and teaching goals include ict?is there a culture of professional risk-taking in the school?is there trust in ict

40、 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 leadership team take a flexible approach to scheduling time for ict peer coaches and their coachees to meet?do teachers in this school

41、 see themselves as lifelong learners and do they 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 coacheswhat will the role of the ict peer coaches at our school be?what ski

42、lls, strengths and understandings will our ict 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?

43、10characteristics of a successful peer coachteachers have identified the following success characteristics for peer coaches: ability to build trust with peersbuilds on a teachers needsopen to learning about new and emerging technologiesteam playercommunicates well, listens to teachersknows what teac

44、hers are doing in their classroomscan show teachers how to build on what they are doing with different pedagogical approaches and integration of ictable to give teachers a menu of options and let them decide what might be useful for themalways has a back-up (plan in case of ict glitches)highly organ

45、ised, plans well in advance strong work ethicunderstands that there will be a lot of extra workprovides a safe risk-taking environment - is non-threatening, non-judgemental and acceptingflexiblehas enough depth and breadth of knowledge to help teachers who are at various stages of ict integration, i

46、ncluding knowledge of sound pedagogical practicesknowledge of how to organise/structure an ict-rich learning environmentrecognised 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

47、. the teacher:sees the need and purpose for this workis able to see how valuable it isrecognises it is okay to make mistakes or ask dumb questionsis open to learning and open to being supported to think more deeply about their teaching practiceis committed to learning, and willing to try new things

48、outfeels okay about taking risks and failingmaintains a flexible classroom approach, including willingness to change teaching styles, curriculum and timetableable 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 r

49、esource 1: school support agreement with your ict peer coaches to formalise this process. this document outlines the support the school 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 t

50、eachersthe epotential: ict capabilities resource for teachers (http:/epotential/.au) is available to all victorian 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

51、are guided to banks of interactive resources, journal tools and planning tools to support ongoing professional learning.11the continuum moves from foundation, emergent, innovative and transformative levels across the key areas of:learning and teachingassessment and reportingclassroom organisationict

52、 ethicsresourcesict professional learning ict leadership.ict peer coaches can play a significant role in transforming learning 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

53、ict capabilities resource for teachers. key areastransformative levellearning and teachinguses ict innovatively to engage students in a way that was never possible before, leading to learning new things in new waysassessment and reportingencourages, develops and implements digital assessment and rep

54、orting tools for effective learning and teaching for whole school and beyondclassroom organisationcreates environments where students are empowered to use ict in a manner that meets their individual learning needs, maximising available resourcesict ethicsleads students and peers in the socially resp

55、onsible practice and access of ict for learning and teachingresourcescontributes and provides leadership for the use of ict resources for a richer learning and teaching practiceict professional learning leads, evaluates and supports professional learning for the optimal use of ict for new and effect

56、ive ways of learning and teaching ict leadershipprovides leadership within and beyond the school for peers to integrate ict for powerful learning and teaching.other resources to support school leaders to plan professional learning programsschool leader resource descriptions and the resources themsel

57、ves follow. sl resource 1: school support agreement may be a useful planning tool for school leaders to plan for 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

58、.sl resource 2: building a culture of professional learning is a reflection tool that enables principals to evaluate 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

59、high quality professional learning to embed effective ict practices. sl resource 3: performance and development 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

60、school.12sl resource 1 school support agreement name of peer coach:e-mail:role in school:name of principal:e-mail:name of school:region:background and rationalehow will ict peer coaching support student learning and teacher professional learning in your school? how will it support deecd initiatives