Instructional coaching has been a hot topic lately in Minnesota, due in part to the legislation on teacher evaluation. If we are to truly make our peer review or instructional coaching models effective, we need to think deeply about the process we have in place. Here are a couple questions to help guide the discussion in your district.
- Who should the instructional coaches or peer reviewers be?
- Should there be more than one coach? Should everyone have to observe and provide feedback?
- Who will see the observation notes and feedback?
- Is everyone getting constructive criticism, or is it merely "pats on the back"?
- Do all the teachers have a clear understanding of the framework being used?
- Do all instructional coaches and peer reviewers have a clear understanding of the framework?
- Is there ample time given for reflection and feedback?
As your district embarks on looking at peer review as part of the evaluation process, take a moment and reflect on the process you have put in place. Will it really make a difference in the classroom?
A good activity to do as a whole staff, grade level or content team is to find a video of a teacher teaching a lesson. It can be a video of someone you know or a complete stranger. Watch the video together and take observation notes. See where you have agreement and/or disagreement. This activity really gives a good test to your rubrics and/or model. It also gives you a great opportunity to talk about what good teaching looks like.
The Kansas Coaching Project with Jim Knight is an excellent spot to go when looking for instructional coaching resources. He has also authored a number of books on instructional coaching that I highly recommend.
Reflection Questions
1. Am I capable of providing constructive criticism to my peers?
2. Do I know what good teaching looks like?
3. Do I have a "toolbox" full of ideas to help a colleague?
4. Am I in the right mindset to be able to accept constructive criticism and then make a change based upon that feedback?
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