Team+4

School Readiness for Peer Coaching

//“Profound Change” is “organizational change that combines inner shifts in people’s values, aspirations, and behaviors with ‘outer’ shifts in processes, strategies, practices, and systems.” (Senge, et. el., 1999, 15). //

Many school sites have embraced professional learning communities and the next step is peer coaching. However, a school site needs readiness indicators that help to ensure the success of the coaching model. Indicators can include district support and available funding. There are many resources available to guide schools to success such as “The School Readiness Guide” found on the Partners In Learning website.

When surveyed about what is vital for school readiness for peer coaching success, veteran teacher Jill Bond indicated there must be a, “willingness to embrace change because you need both administrative buy-in and teacher buy-in.” In order to achieve the support of both principals and teachers, peer coach facilitators could refer to the facilitator’s guide “Implementing and Sustaining Peer Coaching: Characteristics of Effective Coaching Programs” (p.84) for strategies on implementing sustainable professional learning models.

In order to begin, a school could use the School Readiness Survey found on the CD __Peer Coaching Program V3: Facilitator Training Materials__ in the Management Guide entitled Skills and Practice Survey (Appendix C). Once the school has determined readiness, a rigorous application process begins using the Peer Coaching Program application, also found on the CD mentioned above under Appendix D. This will facilitate the teacher and administration support by ensuring strong leadership as the peer coaching program begins.

Preparing a site for a implementation of a peer coaching model is in many ways similar to how we prepare our students for success. We pre-assess, set goals, and prepare. By embracing change, all of these factors can be approached in such a way that success is inevitable.