ERIC Number: ED454176
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Peer Coaching: The Learning Team Approach. K-College.
Barbknecht, Arnold; Kieffer, Connie W.
This book provides information for teachers and administrators about peer coaching, and it centers on classroom observation by other team members. The book describes stages of the observation process, explaining how a peer coaching program can make teachers more effective and co-learners with colleagues. Each chapter includes scenarios describing the benefits of peer coaching. The book highlights one peer coaching program in a large suburban school district. Chapter 1, "What is Peer Coaching?" describes the process and its benefits for professional development. Chapter 2, "Peer Coaching and Professional Growth," shows how peer coaching fits into staff development programs and is an implementation tool for school change. Chapter 3, "Implementing a Peer Coaching Program," explains how to get the program underway. Chapter 4, "The Peer Coaching Session," describes steps involved in observing colleagues. Chapter 5, "Research Supporting the Peer Coaching Concept," discusses how peer coaching fits current understandings related to brain research, constructivism, and adult learning theory. Chapter 6, "Making Time for a Peer Coaching Program," covers how to allot time inside and outside the school day for peer coaching and how to enhance the program using technology. Chapter 7, "Evaluating a Peer Coaching Program," presents program evaluation tools. (Contains references and an index.) (SM)
Descriptors: Elementary Secondary Education, Faculty Development, Observation, Peer Evaluation, Program Effectiveness, Program Evaluation, Teacher Improvement, Time Management
SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005. Tel: 847-290-6600; Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail: email@example.com; Web site: http://www.skylightedu.com.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A