Partner’s in Excellence Primer for Instructional Development It is the job of the teacher to introduce the student to the best possible circle of friends. Plato

Center for the Enhancement of Teaching Excellence

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Partners in Excellence Promoting Students’ Critical Thinking through Faculty Peer Coaching Overview Welcome to Partners in Excellence. We invite you to join us in a peer supported conversation on college teaching. Where once the sage on the stage was an accepted model, today we are encouraged through myriad methods and strategies to engage the learner. Due largely to the dynamic nature of our chosen profession most recognize that is it incumbent upon us to keep a keen eye on the learner and, through our professional development, keep abreast of the most effective ways we can foster learning. Partners-in-Excellence (P.I.E.) is a peer coaching program sponsored by the Center

for the Scholarly Advancement of Learning and Teaching (CSALT). The program matches faculty members from different disciplines, to engage in peer feedback with the aim of improving learning. Peer coaching is "a confidential process through which two or more professional colleagues work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace" (Slater, C. L. and Simmons, D. L., Spring 2001, pp. 67-76) Peer Coaching is: • • • • • •

Confidential Non-evaluative Flexible Voluntary (but encouraged) Based on trust Focused on observable behaviors

The term coaching possesses a powerful connotation in today’s lexicon. As used in this program, coaching refers to talent development. Contrast talent development with that of identifying weaknesses and you can readily see the appeal of this approach. We’re building people up, not tearing them down. This does not to diminish the value of addressing impediments to effective teaching. It does mean that identifying shortcoming takes a backseat to enhancing the strengths we already bring to our learning environments.

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In Peer Coaching, each participant acts as both the coach (mentor) and the coachee (protégé). The result is a more supportive and collaborative learning environment committed to continuously furthering success in and around the classroom and campus community.

• • • • • • • • •

Some of the benefits of P.I.E. Personal development plan Reduce isolation among peers Build a shared knowledge base Enable instructors to give and receive ideas Share successful practices Transfer training to the classroom Encourage reflective practice More cohesive organizational culture Accelerate talent development

What P.I.E. is and isn’t: • It is professional dialogue • It is observation based • It is not an evaluation tool • It is developmental • It is not a competition • It is supportive • It is confidential • It is based on individual growth • It is voluntary • It is founded on trust

Why P.I.E.? It is unfortunate, but some faculty elect to teach one year, many times over, uncommitted to continual reflection on effective teaching. Of course most faculty choose to accumulate many years of experience through on-going reflection, renewal, and iterative change. The difference is their approach to professional development—specifically, one’s teaching effectiveness. The sole purpose of Partners-in-Excellence (P.I.E.) is to develop teaching skills in a supportive, purposeful, and non-threatening manner. Using a co-active peer coaching model you and your partner will create an alliance to facilitate teaching effectiveness and work on specific areas of interest. Those who deliberately practice their craft and maintain an on-going commitment to steady improvement will become the consummate professor—the master teacher. The following material is a suggestive outline; you dictate the direction and outcomes of this process while members of your campus’ faculty development and other staff serve as resources, and when requested, coaches. In Peer Coaching, each participant acts as both the coach (mentor) and the coachee (protégé). The result is a more supportive and collaborative learning environment committed to continuously furthering success in and around the classroom.

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P.I.E. Structure: Time Commitment: With all the demands placed on a faculty member, professional development is not always on the top of the list. For that reason, we encourage you to consider the time commitment/benefit ratio of P.I.E., or simply put: your return on investment. The commitment is only a couple of meetings and observations; most set up at your convenience. Here’s a typical scenario:     

Introductory workshop (one hour) Partners set up observations of their classes and discuss goals (one hour) Partners observe each other’s class (one to three hours) All partners get together twice throughout the academic year to share teaching insights as well as an opportunity to you to discuss specific teaching strategies such as syllabi, grading, and/or assignments (two to three hours) All partners get together at the end of the year to share insights.

Peer Coaching Roles I love feedback. I just don’t want to get any of it on me. Woody Allen You will be wearing two hats as part of the P.I.E. Program. One will be that of the observer or coach and the other is the individual being observed, the coachee.

Coach’s Role Coach’s mindset: You want your partner to succeed. From this vantage point it is easier to develop a trust relationship aimed toward future teaching effectiveness. No progress will be made without trust. To support this trust, what you discuss with your partner must remain confidential. In no manner should this process be involved with tenure and promotion except if the participant wants to include a general reference to his or her involvement with the P.I.E. Program in his or her promotion or tenure review materials. In this way the program may attest to an individual’s commitment to professional development without making any qualitative judgments. Feedforward (Goldsmith, 2007): The efforts made in coaching should be solution based, partner-centered, and future oriented. The following are solid guiding principles for basing your peer coaching practice: 1. 2. 3. 4.

Focus on past is limiting, focus on future is hopeful and limitless, It is more productive to show how to be right than why they were wrong, We can change the future, People like ideas on how they can meet goals,

Research demonstrates conclusively that the most important variable for successful change is the person’s willingness and ability to change. As a coach, don’t overburden

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yourself with the notion you can change someone. Your partner isn’t coming to you broken; your partner is coming to you with the desire to improve teaching and learning. As a coach you will engage in four different roles. From the peer coach’s point of view: 1. 2. 3. 4.

I’m your thinking partner. I’m here as objective support I’m here to help you be accountable I’m here as your ally

Thinking Partner: As someone outside your partner’s discipline a peer coach offers a unique perspective. Often being close to our subject matter makes it is easy to jump to assumptions about what our students know and what they are capable of learning in the time provided. It’s always easier to see someone else more objectively than yourself. The mirror is clouded when peering directly into it but having an objective party describe the image can be profoundly enlightening. Even if your partner is struggling to improve in the same developmental areas as you, he or she will be more capable in identifying the issue with your vantage point as an outside observer. It is often difficult to recognize problems or know what to do when we find ourselves in the heat of a developmental opportunity. As Einstein said, “we cannot solve a problem with the same consciousness that created it.” Serving as a unique perspective and a clear sounding board will allow your partner to explore solutions. Having someone you can turn to for direction when lost in your old teaching patterns is enormously helpful, especially when this person is someone you can trust enough to reveal your blind spots. Objective Support: You, as a peer coach, come in with a fresh point of view. You can see beyond your partner’s history and you can see many more possibilities and teaching strategies that are way outside the box of one’s habitual classroom experience. Certainly peers are not going to be completely objective but they offer trust and support to brave the untested waters of new teaching strategies. Accountability: You are going to ask your partner how s/he is doing in meeting the goals set last time you met. You’re the one entrusted with your partner’s list of what s/he really wants to accomplish. Your partner is counting on you to hold him/her accountable. In summary, you should be: • • • •

Listening without judging Learning all you can Supportive without coercion Monitoring goals

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Ally: Your first and foremost role is to be an ally for your partner. Remember, you have no role in external evaluation, judgment or assessment in your partner’s academic career. You may possess significant differences in teaching philosophy but it is not yours to challenge or change anybody. At best, be the mirror for your partner to see themselves—reflection is an important metaphor to be considered throughout this process. It’s your goal to understand, not judge.

Coach’s Skills Quite simply, listening is the most important coaching skill. Opening yourself up as a compassionate witness and asking deeply evocative questions will stand out as your most important contribution to the P.I.E. process. Again, you are not trying to fix a problem. As professors it is natural for us to seek answers to problems; we are in the habit of solving problems and feel at a loss when we can answer a question. Though counterintuitive, it is counterproductive for a coach to solve your partner’s problem. It is much more valuable to facilitate a discussion that will lead your partner to discovery (not a bad practice with our students, either). Listening has three levels: internal, focused, and global. Internal listening tends to bring the topic back to the listener; taking what your partner says and applying it to personal examples. Your partner might say: “my students don’t do any of their reading prior to class.” What you hear is: “her students are the same as mine and don’t do their reading. Students must be lazy.” This type of internalized listening is fine for conversations on teaching but limits your effectiveness as a coach. Although you might experience the same thing, avoid internalizing the message so you can focus on your partner and her unique situation. Focused listening is the selfless act of being fully engaged in what your partner is saying. Going a step further, be observant to what’s really being said by watching body language or listening carefully for what’s not being said. This higher form, global listening, treads closely into therapeutic applications. Obviously you are not being asked to be a counselor but if you notice discrepancies or overt omissions you can ask for clarifications and bring to light that which is shadowed. Be especially careful on the types of questions you ask. As a teacher you are already aware of the powerful learning tool well scripted questions can provide. When working with your partner, questions can be equally evocative and transforming. Nonetheless, it is wise to recall the credo that anything that’s powerful enough to do good is powerful enough to do harm. Limit your questions to what and how. It’s best to avoid why questions since digging into your partner’s past motivations serves little benefit to future change and will likely create defensiveness (a barrier to trust). Powerful questions prompt critical thinking. Assess your motivations behind each question. If you already know the answer to your question or you are leading your partner toward a specific conclusion than the question is “solution-focused” (Little, D, and Palmer, M., 2011, p. 107). Little and Palmer (2011, p. 108-109) shared questions

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which are more global. The following are a selection which you might consider in your arsenal: • • • • •

What would you like to see happen? What is working well? What is not? Which of your values are you honoring in this situation? Which are you not honoring? What is really important to you about this? What are the potential risks? Benefits?

Just as we are trying to make teaching more student-centered, we need to employ the same practice to our coaching. Place more emphasis on the process and less on the content. As the coach, you are not in the position to come up with solutions, you want to foster discovery. Little and Palmer (2011) state that coaching should include “three interrelated components: deep listening, asking powerful questions, and prompting action.” Worksheet One: Pre-Observation Conference Faculty member________________

Observer ____________________

The purpose of the pre-observation conference is to review the instructor’s teaching strategies and desired feedback and to discuss the role of the observer during and after the observation. 1. a. b. c. d. e. f. g. h.

2.

Course characteristics Length of presentation: Meetings per week: Course category (lecture / activity / seminar / laboratory / other) Level (developmental / lower division / upper division / graduate) required / general education / elective / personal interest role of course in degree program (critical / introductory) technology (computers / distance / other) special considerations (including recent changes in program / course / student outcomes)

Student Characteristics a. Number of students

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b. Mix of students c. Knowledge, skills, attitudes expected

3. Instructor characteristics (for this course) a. number of times course previously taught: b. primary method/strategies of teaching:

c. special problems/ constraints:

4.

Observed class a. how the observed class fits into the larger course context

b. instructor’s goals for observed class

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c. instructor’s teaching strategy for observed class 5. Observation format a. date, time, place: b. one course/several courses c. one session/ several sessions d. relationship of observer to students (detached/involved/introduced) e. type of feedback (specified behaviors only / specified behaviors plus one other, etc.)

6.

Specific teaching behaviors to be observed:

7.

Observation techniques to be used:

8.

Post-observation conference scheduled for:

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Role for the Coachee We must hospice what is dying and midwife what is born. Let’s face it; few of us are comfortable with feedback. As mentioned above, Marshall Goldsmith, renowned corporate coach, recommends we call it “feedforward”. The sole point of peer coaching is to improve your future teaching effectiveness. Any problem you’ve experienced in the past is water under the bridge—stay focused on your potential. Scholars in higher education remind us that teaching is hard work and effective college teaching takes upward of fifteen years to master. This is not unlike most professions that, according to Malcolm Gladwell (2008), take ten thousand hours of deliberate practice. Consider how many years it takes for a doctor to start a medical practice or a lawyer to become a partner in a law firm. On the traditional path to becoming a full professor, it takes upwards of 12-15 years (a traditional path is far less common these days). Teaching at the college level often follows a similar path. A first year college instructor will typically be content focused. “Do I know enough to fill the 50 minutes of lecture.” It’s not unusual to spew all your information in 20 minutes and not know what to do with the remainder of the time. Once you master content, you may become concerned that students don’t share the same enthusiasm for the subject. You may initially blame the students for being intellectually lazy but wisely you recall you weren’t interested in every subject area in college either. At this juncture you look for strategies to make learning more engaging. You learn a few tricks to break up the monotony of the lecture. Perhaps some groups projects, well formulated questions or dyads. After a few years of collecting and employing new teaching strategies to spice up the class you begin to wonder: “Are students actually learning what is important?” You recall reading that 90% of what someone hears is forgotten in 90 days. If that’s so, how can I get them to learn what is important? Once you’ve reached this juncture, you’re ready to take the leap toward mastery of teaching. The process is on-going and life-long but in the back of your mind you’ll always be asking: “What are the big questions I want answered from this class?” Worksheet Two: Coachee’s Tasks Teaching is so profoundly personal; we put our entire self up in front of the world to critique. How many professions are evaluated as much as ours? It is human nature to be reluctant for further assessment and, frankly, the immediate response to evaluation is defensiveness. However, remember that the only vested interest your coach has is your interest. Your coach is NOT evaluating you. No promotion, retention, or salary increase is held ransom by the reflections of your coach. For that reason, we recommend that you respond to each and every suggestion made by your coach with a simple: “Thank you.” Nothing more. Don’t clarify. Don’t defend….just say “thank you”. After you’ve taken a few minutes to absorb what your coach has said then feel free to discuss specific strategies to address those areas you plan to tackle. That means you simply do not have to agree with everything or anything your coach says. Partner’s-in-Excellence π

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Once our peer coach finishes sharing his or her classroom observations, take the opportunity to use the following worksheet to assist in creating an action plan. o o o o

Be reflective Listen Think Thank

o o o o

Respond Involve Change Follow-up

Notes: o Be Reflective (e.g., Ask yourself: “What can I do to improve?”) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ o Listen (Clarify and summarize; be certain you truly heard what was said; be aware of you defenses.) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ o Think (Consider what behavioral changes would improve the situation.) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ o Thank (It’s as tough giving feedback as receiving; express your appreciation to your coach.) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ o Respond (Talk to your students about areas you plan to address in your teaching.) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ o Involve (Talk with your students and colleagues to help in making these changes) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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o Change (Experiment and institute the changes in your teaching) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ o Follow-up (Check in with students and colleagues; use formative evaluations) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Partner’s Toolkit You can't control the wind, but you can adjust your sails. Yiddish proverb Coaches are often looked to as resources. Although this is not your role, it may be helpful to familiarize yourself with the variety of training opportunities on your campus as well as the many resources available through on-line or library material. The following are simply some ideas and resources to add to your peer coaching arsenal. Nothing new: Try a “nothing new” phase; do well what’s on your plate but add nothing. What is it you believe you currently do which enhances your teaching but could use further honing? Share Syllabi: What are some ways to better create a calendar, assignments, grading? On-Line Material: Add your partner to your on-line platform to allow another eye into how you organize digital material. One Change: We juggle so much in our busy lives it is best to focus on making one change at a time. Share with your partner what your one change will be. Research on goal setting shows that publishing (sharing) your goal with another person provides a greater likelihood of achievement. Spend a year on that one change. You might be pleasantly surprised how much that single change affected so much else in your life and profession. Focused Conversation: The anecdotal highlight most often heard from faculty involved in P.I.E. Programs is the enjoyment received from sharing the experience of teaching with a colleague. It is perplexing why we become so isolated in this profession. Taking time out to discuss teaching is often a remarkably uplifting experience. However, the coach should make every effort to keep these conversations focused. It’s easy to begin to commiserate, complain about difficult students, or talk about the football team. Although starting conversations with small talk will break the ice, once the conversation gets focused on teaching, it should remain there. You probably shouldn’t meet for more than one and half hours. Anything longer will likely become unproductive as you will be covering more material than can be applied in the Partner’s-in-Excellence π

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immediate future. It would be much better to practicemore frequently for shorter durations. Questions and Areas to Collaborate: 1. Professional Values: What attracted you to teaching? Where do you get your professional fulfillment? 2. Share a lesson plan: How do you organize a day’s class? Semester? 3. Share your organization methods: How do you keep your materials accessible? Do you keep everything on the computer? If so, how? 4. Development goals: What are you most interested in working on in the next year?

Some Possibilities for Peer Coaching Requests Sample Effective Teaching Behaviors Content and organization of the instructional unit: □ □ □ □ □ □ □ □ □ □ □ □ □ □

Introduction grabs attention. Lecture or instructional unit begins with a summary or organizational preview. Objectives are stated clearly Structure is logical and apparent. Important concepts are stressed. Instructional strategies are appropriate to the educational objectives. Objectives are met. Transitions are clear. Time is well budgeted. Examples and analogies are used effectively. Explanations list all steps or points. Terms are defined. Session provides opportunity for student reflection. Lecture or instructional unit has a clear beginning, middle and end. Lecture delivery—The instructor:

□ □ □ □ □ □

Observes the students to obtain feedback. Varies voice and volume. Maintains eye contact. Uses movement and gestures appropriately. Uses planned pauses for emphasis. Incorporates active learning strategies.

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Audiovisual aids are □ □ □ □

Legible. Used effectively. Contribute directly to learning outcomes. Provide information in multiple formats. Questioning strategies

□ □ □ □ □ □ □ □ □

Questions are focused and clearly worded. Students are called upon in an unpredictable sequence. Five to eight seconds are allowed for student responses. Questions are at an appropriate cognitive level. Instructor interacts with students regardless of location in room, gender, or ethnicity. When calling on a student, instructor asks question first so that all students are encouraged to consider the answer. Instructor responds appropriately to both correct and incorrect responses. Instructor uses brainstorming (recording of all student responses) separated from critique of responses to reduce student embarrassment. Students are encouraged to discuss answers among themselves before responding.

Groupwork strategies □ □ □ □ □ □ □

Activity lends itself to group process. Purpose of task is communicated to students. Task is well-defined. Instructions are clear. Appropriate time is allotted Time communicated to students. Opportunity is provided for processing or closure.

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Worksheet Three: Action Plan Sheets Once you’ve completed Worksheet Two: Coachee’s Tasks, with the help of your partner, you can move on to an action plan. Although sketched out in Worksheet Two, being detailed focused (descriptive and specific) in Worksheet Two will provide a clearer map for accomplishing your goals. Action Plan for _______________________ ⇒ What will you do?

⇒ Why will you do it?

⇒ When will you do it?

⇒ Who will confirm it is done?

⇒ How will they know it is done?

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Summary The simple act of meeting a colleague from a different discipline makes the entire P.I.E. process worthwhile. Many former P.I.E. participants report back that they continue the conversations and friendships long after the program ended. In higher education, as in most walks of life, you can never have too many contacts. References Gladwell, M. (2008) Outliers NY: Little Brown and Company. Goldsmith, M., and Reiter, M. (2007) What Got You Here Won’t Get You There. NY: Hyperion. Little, D. and Palmer, S. (2011) A coaching-based framework for individual consultations. To Improve the Academy, Volume 29, Miller, J.E. and Groccia, J. E Eds., John Wiley and Sons, SF. Miller, J.E. Groccia, J.E. Eds. (2011) To Improve the Academy: Resources for Faculty, Intructional and Organizational Development. Volume 29 John Wiley and Sons, San Francisco . Section on Peer Coaching Roles was adapted, with permission, from Peer Coaching Overview: Andrew Thorn, Marilyn McLeod, Marshall Goldsmith ©2007, Slater, C. L. and Simmons, D. L., "The design and implementation of a Peer Coaching program." American Secondary Education, v. 29, n. 3 [Spring 2001], 67-76). Whitworth, L., Kimsey-House, K, and Sandahl, P., Co-Active Coaching 2

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nd

Ed. (2007)

Center for the Enhancement of Teaching Excellence -

Partners-in-Excellence (P.I.E.) is a peer coaching program sponsored by the Center for the Scholarly Advancement of Learning ... development is not always on the top of the list. For that reason, we encourage you to .... Scholars in higher education remind us that teaching is hard work and effective college teaching takes ...

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