Guidelines: When you work with your FEP partner in a peer coaching relationship, one of you takes on the role of “teacher” (the team member who wants to try a new strategy/intervention/assignment in his/her class) and one of you is the “coach” (the team member who observes and takes notes as the new lesson is being taught). These roles switch during the semester according to the team’s agreement, the “teacher” taking on the role of coach and the “coach” taking on the role of “teacher.”
If you are the “teacher”
Before . . . you undertake your new strategy/intervention/assignment
1. Think about how this assignment will promote student engagement and learning.
2. Meet with your partner and describe the strategy/intervention/assignment you intend to try.
3. If you know what you want your partner to look for while you are teaching, outline this for him/her.
During . . . the selected class session, DO YOUR THING.
After . . . class is over, debrief with your partner:
1. Listen to his/her observations of what transpired in the classroom.
2. Note important details from his/her feedback.
3. Discuss and analyze the strategy/intervention/assignment.
4. Ask for additional feedback if you have questions about any part of the strategy/intervention/ assignment. Your partner will be focusing on the positive; if you’d like comments about what might be added, elaborated, deleted, substituted, rearranged, refined, or improved, you must ask.
5. Record suggestions for using this strategy/intervention/assignment with a future class.
If you are the “coach”
Before . . . your partner tries a new strategy/intervention/assignment
1. Meet with your partner and listen to the strategy/intervention/assignment s/he intends to try.
2. Note specific things your partner wants you to look for while s/he is teaching.
During . . . the selected class session:
1. Take observational “field” notes on the behaviors, cognitive activities and affective tone of your teaching partner, the students and the interaction between the two.
2. You may wish to take “split page,” Cornell-style notes during your observations:
3. Focus on the Positive! Look for those effective, engaged, “golden” moments during the observation
Class Observations: What’s Happening? |My Reflections: So What?_______________________
After class is over, debrief with your partner:
1. Report your observations of what transpired in the classroom. Focus on the Positive!
2. Discuss and analyze the intervention with your partner. Focus on the Positive!
3. Record suggestions for using this strategy with a future class.
Finally, we’d like you try this with each partner in the roles of “teacher” and “coach” twice this semester.