One of the more valuable processes in helping faculty to improve their performance in the classroom is peer coaching. The peer coaching process is has a few simple concepts. A faculty member desires to improve some aspect of their classroom performance and requests another faculty member either within the same department or a department somewhere across the campus. There is a dialog prior to the classroom session where the focus for the peer assessment is given in specific terms. Usually this is recommended as three focused criteria. The faculty member visiting is introduced with the purpose clarified for the students. The faculty member spends their time collecting observations of Strengths and why, Improvements and how, and insights that are meaningful. After the session, the peer coach sits down with the instructor to give interactive feedback to help them improve their performance.

Relevance  

The sole purpose of peer coaching is to help the faculty member to improve their performance in teaching and learning processes in the area of growth defined prior to the experience. There is a second benefit of this peer assessment and that is to help the peer coach also see ways in which they also can improve their own performance.

1) Setting Criteria The peer coach and facilitator need to define and agree upon the top three areas of focus that the facilitator wants the peer coach to assess. The factors and context of the criteria need to be clear. 2) Understanding the Curriculum In order to better assess the performance of students and the facilitator during an activity, some understanding of the content is necessary to be able to measure performance against the criteria. This helps to ensure that substance and not just form is being accomplished during the activity. 3) Collecting Data The forms in this book offer different assessment tools. The format used consists of a series of critical thinking questions which provides a guided design of inquiry. These forms are meant to address different process skills and teaching techniques. It is important to distinguish and separate quality performance from the areas that need most improvement. Insights increase understanding about the teaching/learning processes for both the facilitator and the peer coach. 4) Reporting the Assessment The reporting process should be kept private. However, during the Institute, there will be times when assessments are made public in order to help all participants learn and improve. A verbal Reflector’s Report during the Institute will be restricted to the one most important strength, one area for improvement, and the most important insight. Written reports for an activity can be shared with your mentor or the facilitator.

 

Resources

• Peer Coaching Principles
• Peer Coaching Example - Developmental Math Course
• Peer Coaching Example - Faculty Workshop
• Peer Coaching Workshop Journal
• Peer_Coaching_Form

References

Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge: Cambridge University Press

 Schon, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass

Bransford, J., Brown, A., Cocking, R. (2000) How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press

Scholarship Community Leadership Team
Steve Beyerlein      Don Elger      Dan Apple