ABSTRACT

This study evaluated the impact of a pilot coaching project that included peer coaching in an early childhood program in the Northeast. A total of 18 coaches provided coaching with 15 teachers. Peer coaches included a participant-selected teacher or a director-selected teacher; program administrators also provided coaching. A one-page coaching form included columns to document the coaches’ observations and notes on teacher strengths and suggestions for improvement. Reflection forms, completed by teachers following coaching, captured perceptions about the coaching process. Results suggested that, compared to other coaches, administrators were most likely to provide specific feedback to teachers. Teachers were most comfortable being observed by a self-selected peer coach and most comfortable receiving feedback from a director-selected peer coach. Participants shared perceived benefits of and challenges to engaging in the peer coaching process. Findings and implications for program-level peer coaching initiatives are discussed.

摘要

这项研究评估了一个试点辅导项目的影响，该项目包括在东北部的早期儿童项目中进行同伴辅导。共有18名教练员和15名教师提供辅导。同伴教练包括参与者选择的老师或主任选择的老师；项目管理员还提供辅导。一页的辅导表格包括列记录辅导员的观察和关于教师优势和改进建议的注释。教师在辅导后完成的反思表记录了对辅导过程的看法。结果表明，与其他教练相比，管理人员最有可能向教师提供具体的反馈。教师最自在地接受自选同伴教练的观察，也最自在接受来自导演选择的同伴教练的反馈。参与者分享了参与同伴辅导过程的好处和挑战。讨论了项目级同伴辅导计划的发现和影响。