Role of Peer Coaches Essay

Being a part of my school’s peer tutoring program has been the most gratifying experience of my high school career. As a student, I can relate to those that struggle in a subject and are unable to connect with the material being taught in class. I have worked with students who have lost confidence in themselves because of the difficulty they were having in school. To be given the opportunity to assist students to reach their academic goals is fulfilling. As a peer tutor, I edit essays, share scholarship searches, assist with homework, and provide studying tips and test taking strategies. I enjoy working with my group to develop habits to be more successful.With each higher grade earned, test anxiety relieved, and confident smile of those that I help, I know that the work I am doing is

Coaching is paramount to helping teachers improve their craft. There are a variety of different coaching models that a coach can consider. A coach will consider many factors when making the decision on what model to use. Some schools or districts may have a model in place that they want all of their coaches to use. When a coach needs to decide on the coaching model, he or she will use, will consider a variety of elements. The two coaching models I will discuss are the instructional coaching method and the content coaching model. The information I gather about my colleague will determine the best coaching model to use when we collaborate with one another.

This way, the school can get a sense of whether this will benefit a higher graduation rate or not. Students are able to recognize the importance of school through the influence of each other. Evidence of successful change can be seen through making a difference in the student’s everyday life. After the first month of testing the improvements, peer learning should have boosted up a student’s confidence and learning style. Throughout the months, students should be asked about how their peer learning is changing their learning style, this way the school can see the beginning and end result of student’s working together. With this being said, peer to peer learning should help students in improving their self-esteem and make them become a stronger individual. As a whole, these improvements will have a positive impact on the previous and future community. All in all, encouraging peer learning leads to a better community surrounding and trust between

Over the past five years Robert Marzano has made a huge impact on how I see and implement instructional skills. The amount of research he has acquired makes all of his findings and teachings relevant and reliable. I have become an educator who thrives on researching best-practices to incorporate in my classroom. Additionally, my lessons are based on Marzano’s Framework for Quality Teaching and Learning. I have become so familiar with the elements that I have provided mini-training sessions to teachers at my school site. I share the same mindset as Marzano in believing that “Teachers who set pedagogical growth goals and work to achieve them, either alone or with a coach or administrator, improve their expertise and instructional skill”

Being a teaching mentor is an incredible chance to make a difference. It can make a new educator’s transition into a flexible and truly effective professional better and easier. This process helps a whole class of children has a successful year, not just your own.

If principals want to improve student achievement in their school, rather than focus on the individual inspection of teaching, they must focus on the collective analysis of evidence of student learning. The key to improved student learning is to ensure more good teaching in more classrooms more of the time. The most powerful strategy for improving both teaching and learning, however, is not by micromanaging instruction but by creating the collaborative culture and collective responsibility of a professional learning community (PLC) (Mattos, 2013). Today, many school districts have adopted a formal mentoring program that consists of matching new teachers with a veteran mentor (Sever,

Although literacy coaching may be new to some schools, using peer coaching as a procedure of professional development is not offered in many districts across America. A significant amount of research has been circulated on its effectiveness (Joyce & Showers 1982, 2002). According to Vygotsky (1981), learning is deeply rooted within the culture and social relationships, making these relationships key components of learning. Accepting professional development from a Vygotsky’s point of view has many suggestions for literacy coaching (Rodgers & Rodgers, 2007). Literacy coaches today are more knowledgeable and are ready to support, implement ways to improve literacy within schools. Having such support, professional development provides learning that is fundamentally social and collaborative, with teachers of whom are actively participating in their own learning.

After watchful self-examination, I have acknowledged I have different coaching qualities. I have the capacity and eagerness to say what I know. Being clear in imparting a percentage of the rules is vital in mentorship. Withholding data in mentorship is not beneficial. I am constantly arranged to give mentorship programs. This is vital since, as a tutor, one ought to show regard towards the mentee and ought to dependably be prepared to offer direction to the mentee. Another coaching quality that I have is that I am constantly receptive, and I have great listening abilities.

Coaching is the one interpersonal skill I have chosen to discuss, as it is one of the skills that provides that highest level of reward in my opinion. I have a nature to want to help people, and in my professional career, I wanted to get to a leadership position so that I could use that influence to help people in their professional careers. In the times in my career when I was trying to climb through the ranks, I was fortunate enough to have some very strong mentors who gave me the opportunity to show what I can do despite not having extensive experience or a degree. I wanted to be able to be in a position where I could do that for others. But even without having the management position, I found other opportunities to coach and mentor people, realizing that I did not need to be in a position of power

After a brief introduction, the authors moved into the steps of approaching peer support. The first step is observing the student in order to help create their peer support plan. Some questions that were mentioned included, "What are the strengths of the student?", "What are they not as strong in?", "How may that improve with help from peers?" and lastly, "Are there any peers specifically that come to mind that may be able to assist the student?". The next step involves selecting and asking these peers if they would like to participate. This step is self-explanatory, with the possible peer supporters choosing to accept or deny the offer. While self-explanatory, it is still extremely important because it does determine whether or not this plan works or fails (Carter et al., 2015, p. 11). If a student accepts, their roles are explained and sometimes there might even be an official orientation meeting.

A successful peer mentoring relationship can have a significant positive effect on students and can also help improve communication and social skills, self-esteem, leadership skills, and also increases confidence and motivation. Being experienced students that have gone through the transition from primary school to high school and have been through the challenges that high school has given us, we can guide incoming students through the very experiences that we went through and provide tips on how to get through high school with ease. The importance of Peer Mentoring in learning programs is successful as it gives new students a way to communicate and connect with older students and ask question that they may have about high

Another key activity for model PLCs is peer observation. School and classroom visits serve as catalysts for new ideas. When teachers are able to conduct multiple visits, they are invigorated by witnessing a variety of teaching examples. Post-observation reviews and discussions provide opportunities for educators to plan and experiment with new instructional techniques (Berry, 2008; Darling-Hammond, 2008; Eri, 2014; Hendry & Oliver, 2012; LeClerc, et al., 2012; Little, 2006; The New Teacher Project, 2013). Moreover, peer observations, need not be narrowly viewed as exclusively focused on teacher behaviors. Observations give participants a window into the total classroom environment including student perspectives, ways to better support learning, specific teaching practices, and larger reflections on the teaching process.

Mentors help orient new teachers to the school community and to teaching in general. Mentors also serve as collegial and emotional supports for this challenging phase of a teacher’s career. On a practical level, mentors are required to document the new teacher’s mentoring experience.

A Learning Mentor is a relatively new concept in the field of education and is used within schools to support them in raising standards.

There are clear advantages to this type of peer observation. An experienced and competent teacher may be perceived by the institution as the