ERIC Number: ED327483
Record Type: RIE
Publication Date: 1990-Jul-6
The Evolution of a Reflective Coaching Program: School-University Collaboration for Professional Development.
Hillkirk, Keith; Nolan, James F.
A reflective coaching program was implemented to improve the professional work culture of a school district with morale problems because of labor disputes and strikes. An underlying principle of the program emphasized the role of teachers as the key instructional decision-makers for the classroom. The guiding principle for the teacher-coach relationship was reflective self-analysis whereby coach and teacher engaged in ongoing dialogue about the interpretations and implications of classroom data. The coach's role was supportive, fostering the teacher's self-analysis and reflection in an objective and nonjudgmental manner. Ten content workshops addressed a variety of teaching models and research-based knowledge about teaching and learning. The reflective coaching workshops were utilized to provide knowledge and practice in not only data collection but also in active listening, non-judgmental ways of discussing observation data, and pre- and post-conference skills. Ten doctoral students, all experienced classroom teachers, served as peer coaches during the program's first year. Evaluation of the first year was based upon participant self-reports as well as classroom data collected by peer coaches. Outcomes are described in relation to five areas: (1) changes in thinking about teaching; (2) changes in teaching behavior; (3) benefits to students; (4) benefits to district; and (5) comparison with other inservice programs. Recommendations are made for districts considering the implementation of a peer coaching program. (JD)
Descriptors: Academic Achievement, Change Strategies, College School Cooperation, Elementary Secondary Education, Higher Education, Inservice Teacher Education, Peer Teaching, Professional Development, Program Development, Program Effectiveness, Program Evaluation, Reflective Teaching, School Districts
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A