ERIC Number: ED292806
Record Type: Non-Journal
Publication Date: 1988-Apr-7
A Peer Coaching Model for Teachers of Limited English Proficient Students.
This paper examines the hypothesis that teachers can experience significant positive changes in teaching behaviors given an appropriate peer coaching staff development program which ensures accountability, support, companionship, and specific feedback in manageable chunks over an extended period of time. A discussion of the effectiveness of different types of teacher training, the process of coaching, and the characteristics of peer partners includes the implications of coaching for teachers of limited English proficient students. A description is given of a study that implemented a peer coaching model of staff development for mainstream classroom teachers, bilingual education teachers, and English as a second language teachers of students in grades K through 12. The treatment is uniform across teacher groups. Intensive training occurred over a 3-day period at a central location, and is being followed by in-district implementation over a 6-month period. The data presented in this paper reflect preliminary findings after 3 months of implementation. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A