Coaching+as+Professional+Learning

 Implementing a coaching model does not mean giving up other approaches to teacher learning. There can still be a place for programs that introduce teachers and principals to a new concept or activity. There are great benefits to intensive programs that focus on content as well as pedagogy. Networking is crucial to ideas and perceptual growth. Sustainably improving teachers’ learning – and, in turn, their practice and student learning requires a commitment to continuous reflective practice. Coaching is time and resource intensive and is just one component of the menu of reflective practices used by highly skilled teachers which may include some of the following:


 * __1. Individual Reflection Methods__

A. Self-Contracting B. Portfolois C. Journal-Writing D. Case Study Writing E. Professional Reading and Writing F. Study Formal and Informal || __2. Partner Reflection and Reflection Methods__

A. Learning Buddies B. Mentoring C. Appraisal, Interviews D. Peer coaching ||
 * 3. __Small group Reflection and Assessment Practices__

A. Action Research B. Study Groups C. Peer Support Groups D. Professional Dialogue Groups E. Electronic Networks F. Labsites (Collegial Learning in Context) || __4. Large Group Reflecion and Assessment Practices__

A. Assessment Centre B. Exhibitions and Panels C. Presentations D. Professional Development Schools E. Teacher Centres F. Teacher Institutes G. Partnerships || // Table cited with permission from Collaborative Approaches to Professional Learning and reflection - Boyd and Cooper 1994 //