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TEP: Elementary Education
Multiple Subject Credential (MST)
COLLEGIAL COACHING PROCESS
From the Spring Teacher Candidate Performance Record:
Each teacher candidate is required to observe and give feedback to a colleague once, using guidelines provided by UCSB. Following each observation a coaching session is to be held between the two student teachers. A summary report of the coaching experience is due to the university supervisor.
MAKING SENSE OF COLLEAGUE COACHING CYCLE AND MATERIALS
Step 1: PARTNER SELECTION
To Do: Select coaching partners within the context of your small group. You may choose a partner teaching in a grade level similar to your own, or different. Both options provide rich learning opportunities. Once you have a partner, select your initial roles: coach and teacher. Set tentative dates for the first pre-observation conversation and observation.
Note: Ideally, you will work in pairs. However, if there are an odd number of people in your small group, there may be one trio.
Step 2: PRE-OBSERVATION CONVERSATION
To Do: The coach and teacher being observed engage in a pre-observation conversation, completing the pre-observation form [PDF] together. The coach’s task is to help the teacher define in precise terms the focus of the observation.
Note: Complete the form during your conversation. The conversation should happen a day or two before the observation.
Step 3: OBSERVATION AND FOLLOW-UP WORK
COACH ROLE: Data Collection
To Do: Coach observes lesson discussed and collects evidence on data collection sheets. (You will probably need more than the two pages for evidence gathering.)
Note: After the observation, the coach completes the note-making side of the data collection sheets. This should be done on the night of the observation.
TEACHER ROLE: Self-Reflection/Analysis of Lesson
To Do: The teacher observed completes this self-reflection and analysis form [PDF].
Note: This should be done on the night of the observation.
Step 4: POST-OBSERVATION CONVERSATION
To Do: During the post-observation conversation, the teacher who was observed takes the lead in asking questions and seeking feedback. The coach and the observed teacher generate ideas about the possible implications of the teacher behaviors and or student behaviors which were observed. Hopefully, insights that lead to further professional growth will emerge form this interaction.
Note: Have your post-observation conversation within a day or two of the observation. Complete the post-observation conversation form as you have the conversation.
Step 5: SWITCH ROLES
To Do: At the end of the post-observation conversation, switch roles and set a date for the next observation and pre-observation conversation. Return to Step 2 and repeat the process.
Step 6: REPORT ON COLLEAGUE COACHING EXPERIENCE
To Do: After both observation cycles are complete, this is the form that is to be completed and turned in. Each partner needs to turn one in.