Peer Coaching

In 2003, LSIS established the Teaching and Learning Programme which became a powerful model for continuous improvement in teaching and learning across the FE and skills sector.  Key elements of this model were based on the research of Joyce and Showers into the use of peer coaching and emphasised a strongly collaborative, team-focused approach to staff development and quality improvement initiatives.  They showed that training programmes for teachers may often have very little measurable and sustained impact on practice if coaching is not offered as a follow up activity. (See diagram below)

coachmodel

A peer coaching approach to quality improvement has been Little Acornswidely recognised and respected by both practitioners and national bodies, including Ofsted.  Central to the peer coaching model has been the training of Teaching and Learning Coaches (TLCs) whose role as ‘change agents’ involves establishing communities of practice within which innovative teaching strategies can be explored, validated and eventually shared more widely within the organisation. (See the QIA report Little Acorns. )

For staff  who wish to develop their coaching skills ACER continues to offer a wide range of training opportunities at different levels and in different formats:

Advanced Teaching and Learning Coach programme

For senior staff who work strategically within their organisation to bring about improvements in teaching and learning and who already have experience as Teaching and Learning Coaches, often supporting other TLCs in their organisation.

Teaching and Learning Coach programme

For practitioners who are new to coaching and wish to develop their skills when supporting their colleagues in a TLC role.

Introduction to Coaching

A half day workshop that introduces the key features of peer coaching.

Alternatively, half day workshops or webinar sessions can be arranged that focus on the particular issues and challenges that regularly arise in coaching e.g.

  • Difficult Conversations Made Easy – giving feedback after observations, managing performance reviews
  • Coaching to Improve Performance – exploring longer term issues in improving classroom practice
  • MDMotivational Dialogue for Target Setting – tools and strategies for working with young adult learners who need additional support e.g. attendance issues, challenging behaviour