Discover how to infuse the “WOW” factor in your district’s Professional Learning through Peer Coaching! Learn how to create an adult friendly, unique, personalized, and sustainable job-embedded professional learning experience for teachers within buildings, across a district, and within PLCs. Establish an economically practical pathway for non-evaluative reciprocal teacher improvement based on quality structures and delivered through both face-to-face and online methods. Leave with an action plan for implementation of a peer coaching model.
Rebecca Frazier, Colorado Springs School District 11 (email@example.com)
Jennifer Gonzales, Colorado Springs School District 11 (firstname.lastname@example.org); Toby Lefere, Colorado Springs School District 11 (email@example.com); Bobbie Long, Colorado Springs School District 11 (firstname.lastname@example.org); Linda Sanders, Colorado Springs School District 11 (email@example.com)
Area Focus: Learning Designs
Topics: Adult Development and Learning, Coaching Practices/Programs, Models of Professional Learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals
Session Presenter: Rebecca Frazier
Have you ever wondered why some instructional coaches are more effective than others? What characteristics does an exceptional instructional coach possess? What do we need to bring to the table or “be” in order to meet the needs of each individual we coach? This class offers a model that explains the characteristics needed to become an effective instructional coach. The information that will be presented was synthesized from seven current coaching authors’ ideas, 15 qualitative interviews of instructional coaches and a quantitative study of the 360 degree evaluations of 43 instructional coaches. Come and add your thoughts and experience to the dialogue as we review current research to answer the question, “What makes an effective instructional coach?”
Now that you know what characteristics have been identified through research as important in order to be an effective coach, let’s go further and prioritize what characteristics you would like to deeply address. With a fun self-assessment, station-like organization, and friends to help you along the way, we’ll chunk our learning into meaningful and manageable pieces so we can become the most effective coaches we can be!
Learning Outcomes: * Coaches/participants will review and explore 10 research-based characteristics needed to be an effective coach * Coaches/participants will identify individual areas of focus and prioritize characteristics to address * Coaches/participants will be provided with practical ways to incorporate these characteristics into their daily lives and coaching practices