Peer coaching as a Sustainable Source of Professional Development
Design powerful questions, practice GROW model, reframe limiting beliefs, and explore Dilt's neurological levels.
Erasmus+ course summary
Coaching is one of the most effective evidence-based teaching practice. Teachers use it not only as a tool for professional development during class observation activities, but also in their communication with students and parents. It empowers teachers, connects the teams and leads to better relationships. In the course on peer coaching the participants train their coaching skills by asking powerful questions and using GROW coaching model. They also work on limiting beliefs and reflect upon their teaching based on Dilts’s neurological levels. Beside practicing basic coaching skills the participants also become acquainted with a variety of coaching tools, such are drawings, coaching wheel and questionnaires.
"Coaching is unlocking a person's potential to maximize their own performance. It's helping them to learn rather than teaching them." – Tim Gallway
Open for registration.
The right question is half the answer.
Combine personal and professional development by using powerful questions to support yourself, your students and your colleagues.
Training usually takes place between 9:00 am and 14:00 pm, followed by after-class activities, that are optional.
We start off with an introductory meeting, explanation of practical arrangements and presentation of the participants and timetable. The participants are encouraged to express their expectations, needs and wishes regarding the content of the programme and learning methods. *
We continue with coaching principles, coaching boundaries with respect to evaluation, mentoring, and counselling, coaching applications, asking powerful questions, framework for questions and coaching demonstration.
Asking questions – exercise in pairs, reflection and feedback.
Introduction to GROW coaching model: GROW coaching model in triads, reflection, feedback.
Coaching skills: active listening, rapport, trust.
Limiting beliefs: awareness in limiting beliefs, how to address the limiting beliefs in coaching.
Awareness of interpersonal differences.
Understanding others: recognising others, understanding others’ behaviour.
The difference between behaviour and motivation.
First hand experience with coaching: guest teacher.
Exercise on limiting beliefs, Dilts model of personality, coaching session practice, reflection, feedback.
Peer coaching in triads, reflection, feedback.
Introduction to different contexts of using peer coaching: colleagues, students, parents.
Teacher intervision using peer coaching methods.
Practicing teacher intervision.
Evaluation and farewell.
Documentation and certificates of attendance.
* Some changes in the programme are possible - the content of the course is always adapted to the participants previous knowledge, expectations and requirements.
The participants receive the Informational Booklet a few weeks prior to the start of the course.