Peer Coaching Paper

The concept of peer teaching is believed to have come about as the result of the ground breaking work of Robert Goldhammers’ clinical supervision (Hooker, 2013). This professional development technique was developed to improve instruction. The supervisor would work with the teacher by way of mentoring, observations and provided data that included vivid descriptions of what was noticed during instruction (Hooker, 2013). The dynamics of Goldhammers’s study has left significant roots in the education community. Many have credited Goldhammers brilliance with the development of peer coaching.

Strategies for Fostering Peer Coaching Both the coach and the peer have one common goal, and that is to increase student achievement. It is important for

Sharing with the teacher what you plan to discuss can make them feel comfortable and should be directed towards their needs. The coach must be sure to include various strategies that with assistance can improve classroom instruction (Neumerski, 2013).

Exploring and identifying the needs of the teacher is a valuable strategy. The coach must have keen insight and be able to not only identify the needs of the teacher but also be able to provide assistance in those critical areas (Neumerski, 2013). Teachers often feel overwhelmed and over worked. During these moments, the coach can provide resources and offer their assistance to help relieve some of the anxiety they may feel. If the coach asks open-ended questions they will be able to gage the teachers’ thoughts and their needs.

Lastly, coaches must be able to have teachers buy in to the coaching cycle if they wish to be effective. This effective strategy helps to develop and sustain a positive working relationship, which helps to ensure success for both parties. Coaches are a resource and often times a problem solver for the teacher (Stock & Duncan, 2013). Teachers must buy in to the recommendations made by the coach in order to generate

Many students grow up in a home without any books. Not many parents understand how to select books for their children. When the child doesn’t read the book or struggle with the book, could leave parents and children frustrated. When parents are selecting books for their children it is important for them to set a purpose for the book. The parent must decide if the book is for a read aloud; when parent reads to child, read-withs; when both parent and child read together or read-alones; when child reads alone. Identify its purpose can help to steer the parent in the right direction during the selection