Literaturnachweis - Detailanzeige
| Autor/inn/en | Askins, Billy E.; Blide, Patti |
|---|---|
| Titel | A Minority High School Uses Peer Coaching as a Forum for Dialogue To Better Understand Diversity. |
| Quelle | (1996), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teachers; Collegiality; Faculty Development; Feedback; High Schools; Inservice Teacher Education; Mentors; Models; Peer Evaluation; Peer Relationship; Program Effectiveness; Secondary School Teachers; Teaching Experience; Training Methods; Workshops; Texas |
| Abstract | This report describes the implementation and operation of a 6-month peer coaching program, "Collegial Coaching: Transfer of Learning through Reflective Practice," at Estacado High School in Lubbock (Texas). The program was originally designed to assist teachers to improve their own management and instruction in the classroom. However, it was noticed that it had become an effective forum for dialogue for beginning as well as seasoned teachers to better understand and work with diversity in the classroom. The Estacado Model is a reflective model; it is teacher-centered and teacher controlled with an important distinction between feedback and coaching. It is also uniquely collaborative, organized by teaching field, and very time efficient. It was presented in three training phases, several months apart, with one full day for each step. The three phases are: peer watching, peer feedback, and peer coaching. This 3-step approach provided educators with theory and guided practice so that they could return to their own schools to implement what they had learned. An important lesson from the model is that peer coaching is a powerful and effective way of assisting teachers to transfer new knowledge into practice. Other lessons learned include the critical aspect of communication and scheduling; the need for additional practice and training materials and a central location for input; the need to prevent the project from becoming personality dependent; and the impact of administrative and teacher assessments. (Contains 11 references.) (NAV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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