Collegial Coaching Plan

1002 Words 4 Pages
It is important as a teacher leader and coach, to have a collaborative conference plan. A plan helps a coach be better prepared for the conference and more organized. There are important details that need to be included in the plan. My colleague’s learning style, beliefs, and expectations from the coaching experience are important details. Knowing some basic information about my partner is going to help me choose which coaching model would work best. Furthermore, other important details of the conference plan include the structuring of the pre-conference, objectives, observations, and how the post-conference will be conducted.
My Colleague My colleague is a young teacher, and will be completing her third year of teaching auto mechanics to
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Louisa and I are fortunate we work in a school that supports collaboration amongst teachers. The culture of our school encourages educators that want to improve their skills so they can improve student learning. The collegial coaching program is the model that coaches use on my campus, and it will be the model I use with my partner. Collegial coaching focuses on the personal and professional development of teachers, and that means getting better as a teacher and a person (Laureate Education, Inc., 2010d). Furthermore, the model is built on that a teacher will improve what they feel is necessary to improve (Laureate Education, Inc., 2010d). In the collegial coaching model pre-conference, the meeting is a focused, communal journey with a trusted colleague that should last approximately 20-30 minutes (D’ Antonio, 2001). As the coach, I am going to have a set of questions prepared to help guide Louisa through the conference. Listening to my colleague’s answer and understanding are vital to the partnership between a coach and teacher. In collegial coaching, the order and sequence of questions provide a framework for uncovering a teacher’s idea about instruction (D’Antonio, …show more content…
I am in the class to collect data, and it is important that the data is objective. A coach needs to remember that during the observation stage, it is not about one’s opinion, but the events that took place in the classroom, the activities, and the order of the classroom (Laureate Education, Inc., 2010d). After observing Louisa, I will take my notes or data I collected home so I can begin the reflection phase. I can look and analyze the data, and compare it to what Louisa planned. I will try to evaluate what I saw based on the data I collected and based on what Louisa wanted to accomplish. I will be able to provide Louisa some objective observations I witnessed in the classroom. Reflection over the observation phase takes time because it is important not to include personal feelings about what was going on in the classroom (Laureate Education, Inc., 2010d). Similarly, the teacher will also reflect on her thoughts on the events that took place during the

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