Rowman & Littlefield Publishers
Pages: 122
•
Trim: 6½ x 9
978-1-4758-5707-8 • Hardback • July 2020 • $50.00 • (£38.00)
978-1-4758-5708-5 • Paperback • June 2020 • $25.00 • (£18.95)
978-1-4758-5709-2 • eBook • June 2020 • $23.50 • (£17.95)
Lanette Bridgman was a classroom teacher for twenty-five years and a behavior specialist for ten years having worked in the USA and England. She was born and raised in the USA, is currently retired and lives with her husband near London, England.
Acknowledgements
Introduction
1.What is coaching?
2.Who can coach?
3.Who can be coached?
4.Coaching Skills
5.Key Concepts within this Coaching Framework
6.Possible Ideas for Coaching
7.Getting Started
8.The Process
9.Initial Interview
10.Observation
11.Follow-up Meeting
12.Next Steps
13.Case Study A
14.Case Study B
15.Case Study C
16.Case Study D
References
Index
The Art of Peer Coaching is written in a very clear yet scholarly way. It is logical and follows an orderly sequence. It uses references but is not overwhelming and so creates a good balance of theoretical and practical aspects. The layout is very good which helps with clarity. It is broken into sizes you can use, dip in and out, and you will not be daunted by it.— Nina Balloch, senior primary teacher (elementary), Chelmsford, Essex
The most important aspect of this peer coaching model is that you recognize in yourself the progress you are making. Using the scaling process, as described in the model, and talking about it with a colleague, helps one to recognize that success. It kick-starts the process and leads to more in-depth thinking.— Emma Johnston, lead primary teacher (early years), Kelvedon, Essex
As head of department at a secondary school, this coaching model is invaluable in supporting staff and for reflecting and developing their practice. Publication of the model will enable many teachers to work collaboratively on the challenges of the classroom.— Helen Stevens, head of science, secondary school, Colchester, Essex
This book would be a wonderful tool for teachers who have areas in their teaching that they wish to improve--and we all have areas in which we can do better! In a non-threatening, interactive way, two teachers can collaborate and help each other find solutions to correct their shortcomings, taking turns as coach and coachee. The process is very specific and concrete, data-driven but flexible. This process would be adaptable to other professions as well.
— Judy Randolph, a private math tutor and retired teacher