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A Coaching Approach to Peer Observation - 7.5 hours

A Coaching Approach to Peer Observation
Total 7.5 Hours Registered PD
90-minute Online Module + Observational Fieldwork + Full Day Workshop

The 90-minute online module + full day workshop version of A Coaching Approach to Peer Observation program brings the simplicity of the GROWTH model to classroom teachers working collaboratively to enhance professional practice and improve student outcomes..

“Coaching is an important professional learning strategy that supports professional growth. Coaching can address a range of characteristics and developmental needs that contribute to the effectiveness of a teacher.”
Australian Institute for Teaching and School Leadership (AITSL)

Who Is This Program Suitable For?

This program is also highly suitable for:
  • Teachers working collaboratively in pairs
  • In-school coaches such as literacy coaches or mentors supporting early career teachers

However, the program can be customized to also cater for the school leaders who support teachers through the school’s performance development and review processes.

This program can be run within a school (minimum 12 participants) or within a community of schools. Individuals, pairs or small groups may wish to attend a public program - these are available in all regions. Refer to Current Workshops for dates.

Program Outcomes

The Peer Observation program is designed to:
  • Provide clarity about how to set up a peer coaching approach to enhance student learning
  • Develop skills in the use of the GROWTH model in peer coaching
  • Develop skills in giving and receiving feedback about teaching practice
  • Build knowledge and confidence to support teachers in analysing the observational data, setting professional learning goals, implementing the peer coaching process and sharing learning with colleagues

Program Structure

The Peer Observation program is delivered in three stages:
  • Online module (90-minutes)
  • Observational fieldwork to be completed between the online module and full day workshop
  • Full Day Workshop (one day)

The 90-minute set-up session is delivered via an online module and can be done by the participant at any time of their choosing 2-4 weeks prior to the full day workshop. It is independent learning and can be undertaken in 3 lots of 30-minutes or as one 90-minute online session.

The program is primarily focused on those who seek to extend and stretch their practice to, as John Hattie says, “…become learners of their own teaching.” *


Stage 1 - Introduction to Coaching and Preparation for Data Collection – 90 -minutes Online Module

The 90-minute online session needs occur before the full day workshop as the collaborative pairs will be asked to collect data on their partner and bring that data to the workshop.

The 90 -minutes online session covers the assumptions and expectations of effective performance development processes and how this links to and supports peer coaching between peers. It covers the directive versus non-directive continuum of support for teachers. This online module reinforces the fundamental learning principle that learning requires the learner to be in the active, not passive mode. i.e. the learner has to be doing the thinking.

Primarily this 90-minutes online session aims to have teachers determine with their collaborative partner:

  • Models of “data” collection. i.e. Peer observation, Lesson Study and Work Samples and which model they will each choose for their partner to use when collecting data on them.
  • Explanation and modelling of how to gain the invitation to collect the “data” on a colleague.
  • Plan the steps to collect the “data” on a collaborative partner, in preparation for the full day workshop.

Stage 2 – Data Collection Task (Fieldwork)

Between this preparation module and the full day workshop, participants will be asked to collect the data on their collaborative partner in preparation for the full day workshop. This data is brought to that workshop. The pairings need to be established by the participants and once these are communicated to us, our team will prompt the pairs of teachers to undertake the data collection in preparation for the full day workshop. Each person in the collaborative pairs undertakes the data collection on the other. i.e. The observational fieldwork task is reciprocal.


Stage 3 - Full Day Workshop Involves:
  • How to work in partnership and move professional relationships beyond friendship to a relationship that enables rigor and challenge and supports the learning of participants
  • A brief revisit of coaching and the GROWTH model
  • Bringing skills of listening, questioning and paraphrasing to conversations about practice
  • Exploring a model to make meaning of classroom observation data
  • Demonstration of data based coaching conversation with the GROWTH model
  • Deconstructing the process and consolidating learning
  • Practice conversations using the data each collected on the other during the Stage 2 period.

Alternatively, this program can be delivered over 2 non-consecutive workshop days with observational fieldwork to be completed between first and second workshops.
A Coaching Approach to Peer Observation Program
12 Registered PD hours

Contribution to Registered PD Hours


Completion of this A Coaching Approach to Peer Observation program addresses the following domains and standards for Lead teacher from the Australian Professional Standards for Teachers as published by the Australian Institute for Teaching and School Leadership (AITSL): 1.2.4, 1.5.4, 2.1.4, 2.24, 2.5.4, 3.2.4, 3.3.4, 3.6.4, 4.2.4, 5.2.4, 5.4.4, 6.1.4, 6.2.4, 6.3.4, 6.4.4

The GCI Peer Coaching program takes account of AITSL’s resources http://www.toolkit.aitsl.edu.au/category/coaching-mentoring. It provides teachers with the skills and confidence to support their peers via self-directed peer coaching conversations linked to self-directed coaching approach to peer observation of classroom practice, while aligned with whole school focus areas.



In NSW completing the A Coaching Approach to Peer Observation 90-minute module + one-day workshop program will contribute to 7.5 hours of NESA Registered PD addressing 1.2.4, 1.5.4, 2.1.4, 2.24, 2.5.4, 3.2.4, 3.3.4, 3.6.4, 4.2.4, 5.2.4, 5.4.4, 6.1.4, 6.2.4, 6.3.4, 6.4.4 from the Australian Professional Standards for Teachers towards maintaining Lead Teacher Accreditation.

Fee

$400* + GST
*Discounts are available for organisations who wish to run this program in-house
(Max 24 Participants)

Your fee includes:
  • 90-minutes Online Module
  • 1-Day Workshop
  • Participant Workbook

This fee excludes:
  • GST

Minimum Entry Requirement

Participants should presently be in a role in an educational organisation (including school, university, TAFE, related Head Office role or other private or government education institutions) or a not-for-profit organisation. As the program relies on each participant undertaking fieldwork involving another participant within the program, people should attend with a partner with whom they can undertake an observational task during Stage 2.

Frequently Asked Questions

  • Do I need to be a teacher to do this program?
    No, this program is suitable for anyone working collaboratively in pairs.
  • Will I need to work with a partner in this program?
    Yes, this program requires working with a partner, ideally someone in the same or similar position from your own school. If you are attending a public workshop however, you may not have a partner – in this case, where there are other participants requiring a partner, you will be paired with someone else on the program. This cannot be guaranteed as it is dependent on who else registers to attend.
  • What do I need to enable me to undertake the online module?
    You simply need a computer or tablet that can connect to the internet. Your device will need speakers as the online module will involve you viewing video clips. Ideally, it is recommended that you undertake the online module with your collaborative partner as the outcome of this module is you will be prepared to collect data on your partner in preparation for th full day workshop.
  • I am not sure I can commit to both the online module and the workshop date?
    Participants are required to commit to the entire program – including participation in the online module and attendance at the workshop day on the nominated date. If you think that your participation may clash with other commitments, it is strongly recommended to re-enrol into another program, to ensure minimum disruption to other participants. For more details, consult our ‘Terms and Conditions’ below.

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