I believe peer to peer coaching is most useful when it is utilized through informal learning. You can use online networks in order to find the best way to implement a peer-to-peer coaching program, and then implement that program for teachers. An example would be CoachingOurselves, link: http://www.coachingourselves.com/
CoachingOurselves uses self-directed peer learning groups in order to implement professional learning. Their sessions, which are written mainly by leading professors are downloaded online, and then each peer learning group can implement it amongst themselves, each acting as a facilitator. The sessions are completely self-directed and can be done at the pace that works best for the group.
So my answer would be to blend online networks in order to research and communicate with others, but maintain peer coaching as being face-to-face and personal. This allows each member to develop individually, as a group, and then they can transfer their knowledge and experience into the classroom.
Helen Otway wrote: > Professional Learning for teachers can take many different shapes and forms. There can be workshops, presentations, action research and peer coaching. Most recently Online Learning Networks have emerged through the Read/Write Web allowing teachers to learn anytime, anywhere. > > In their research Joyce and Showers tells us that Coaching (Peer Coaching) is the most effective way to ensure skills and knowledge are transferred to the classroom. > > My question therefore is - how do we blend online networks (web 2.0) with face to face peer coaching to gain the best possible results for our students?
I believe peer to peer coaching is most useful when it is utilized through informal learning. You can use online networks in order to find the best way to implement a peer-to-peer coaching program, and then implement that program for teachers. An example would be CoachingOurselves, link: http://www.coachingourselves.com/
CoachingOurselves uses self-directed peer learning groups in order to implement professional learning. Their sessions, which are written mainly by leading professors are downloaded online, and then each peer learning group can implement it amongst themselves, each acting as a facilitator. The sessions are completely self-directed and can be done at the pace that works best for the group.
So my answer would be to blend online networks in order to research and communicate with others, but maintain peer coaching as being face-to-face and personal. This allows each member to develop individually, as a group, and then they can transfer their knowledge and experience into the classroom.
Helen Otway wrote:
> Professional Learning for teachers can take many different shapes and forms. There can be workshops, presentations, action research and peer coaching. Most recently Online Learning Networks have emerged through the Read/Write Web allowing teachers to learn anytime, anywhere.
>
> In their research Joyce and Showers tells us that Coaching (Peer Coaching) is the most effective way to ensure skills and knowledge are transferred to the classroom.
>
> My question therefore is - how do we blend online networks (web 2.0) with face to face peer coaching to gain the best possible results for our students?