ICT Peer Coaching
Program Manual
This program is based on the Microsoft ICT Peer Coaching Program
and is part of Microsoft’s Partners in Learning Program, in which
the Department of Education and Early Childhood Development
Victoria is a partner.
ICT Peer Coaching Program Manual
Table of Contents
ICT PEER COACHING PROGRAM ................................................................................................................. 4
INTRODUCTION .................................................................................................................................................... 4
PURPOSE OF THIS MANUAL .................................................................................................................................. 4
Peer coaching and ICT .................................................................................................................................. 4
Why peer coaching? ....................................................................................................................................... 5
What is peer coaching? .................................................................................................................................. 5
Role of School Leadership ............................................................................................................................. 5
The Coaching Cycle ....................................................................................................................................... 7
SCHOOL LEADERS SECTION ......................................................................................................................... 8
GETTING STARTED .............................................................................................................................................. 9
Guiding Questions for thinking about an ICT Peer Coaching Program ....................................................... 9
Is your school ‘Coaching Ready’? - What do coaches and coachees identify as the success characteristics?
....................................................................................................................................................................... 9
Identifying ICT Peer Coaches ........................................................................................................................ 9
Characteristics of a Successful Peer Coach ................................................................................................ 10
Teacher readiness to become a coachee ...................................................................................................... 10
ICT Peer Coaching Program and the ePotential ICT Capabilities Resource for Teachers ........................ 10
Other Resources to Support School Leaders to Plan Professional Learning Programs ............................. 11
SL RESOURCE 1 SCHOOL SUPPORT AGREEMENT............................................................................................... 12
SL RESOURCE 2 BUILDING A CULTURE OF PROFESSIONAL LEARNING .............................................................. 15
SL RESOURCE 3 PERFORMANCE AND DEVELOPMENT CULTURE SELF ASSESSMENT FRAMEWORK LEVELS 4 AND
5 ........................................................................................................................................................................ 17
PEER COACHES SECTION ............................................................................................................................. 19
ICT PEER COACHES .......................................................................................................................................... 20
Communication Skills .................................................................................................................................. 20
OTHER POSSIBLE QUESTIONS STEMS................................................................................................................. 21
PEER COACHING RESOURCES ............................................................................................................................ 22
PC RESOURCE 1 PEER COACHING ROLES AND RESPONSIBILITIES ..................................................................... 23
PC RESOURCE 2 PEER COACHING PLAN ............................................................................................................ 26
You as ICT Peer Coach................................................................................................................................ 26
Introducing Your Program .......................................................................................................................... 26
Background Information .............................................................................................................................. 26
Connecting Peer Coaching To Other Initiatives .......................................................................................... 27
Looking Ahead ............................................................................................................................................. 27
Reflection ..................................................................................................................................................... 27
PC RESOURCE 3 NORMS OF COLLABORATION: INVENTORY .............................................................................. 28
This is a good resource to use to help you reflect on your practice as a peer coach. You might want to seek
permission from your coachee to video tape a peer coaching session and use the inventory to guide your
reflection. Alternatively, you could ask a colleague to sit in on a session and observe you. ...................... 28
When working with my coachee(s) I … ........................................................................................................ 28
PC RESOURCE 4: INTRODUCING THE ICT PEER COACHING PROGRAM TO TEACHERS ....................................... 30
COACHEES ........................................................................................................................................................ 31
BEING A COACHEE ............................................................................................................................................ 32
Coachee Resources ...................................................................................................................................... 32
C RESOURCE 1 PERSONAL PEER COACHING PLAN ............................................................................................ 33
C RESOURCE 2 LEARNING ACTIVITY CHECKLIST .............................................................................................. 35
C RESOURCE 3 COLLABORATION LOG............................................................................................................... 36
GENERAL PROTOCOLS ................................................................................................................................. 37
THE COACHING PROTOCOL - PLANNING ............................................................................................................ 38
THE COACHING PROTOCOL - REFLECTION ........................................................................................................ 40
APPENDIX 1 ....................................................................................................................................................... 42
FREQUENTLY ASKED QUESTIONS ABOUT COACHING (FAQ) ............................................................................. 42
2
What are some of the roles coaches play? ................................................................................................... 42
Is the coach there to provide technical support? ......................................................................................... 43
What is reasonable for teachers to expect from their coach? (I am already busy, and I am worried that
other teachers will expect too much of me). ................................................................................................. 43
How do I find time to coach other teachers during the workday? ............................................................... 43
How do I get started as a coach? ................................................................................................................. 44
How do schools evaluate the success of their peer coaching program? ...................................................... 44
PEER COACHING REFERENCES ................................................................................................................. 45
3
ICT Peer Coaching Program
The more powerful technology becomes, the more indispensable good
teachers are.
- Michael Fullan
Introduction
The ICT Peer Coaching program was made available through Microsoft’s Partners in
Learning (PiL) Program. The Department of Education and Early Childhood Development
(DEECD) is a partner in this program. Information about PiL can be found at:
http://pc.innovativeteachers.com/mpc_web/default.aspx.
The ICT Peer Coaching program was piloted in 2007 and has been an integral element of
the Catalyst: Changing Teacher Practice initiative, DEECD’s 2008-09 PiL program. The ICT
Peer Coaching program has also been used by the Ultranet coaches to support teachers in
the integration of Information and Communication Technologies (ICT) in their learning and
teaching programs.
Purpose of this manual
There is no single approach to professional learning which fully meets the needs of every
teacher or school. The ICT Peer Coaching program is grounded in research and
customisable to both teacher goals and whole school goals, but it is just one strategy in a
repertoire of strategies, such as action research, just-in-time support, professional learning
networks, etc. Peer coaching also needs to be considered within the context of other
professional learning programs and initiatives provided by DEECD.
Many of the strategies and resources included in this manual could be used to support
individual instances of peer coaching. However, this manual is also a resource to support the
implementation of a school-wide culture of peer coaching, and to embed professional
learning in the daily work of teachers.
Each template is numbered. They are coded as follows:
SL – School Leader resource
PC – Peer Coach resource
C – Coachee resource
Peer coaching and ICT
The term, ICT Peer Coach, is used in this manual to refer to teachers who have a designated
role as an ICT peer coach within their school. The ICT Peer Coach supports teachers to
integrate ICT in their learning and teaching program effectively to maximize student learning.
This manual has been developed as a school-based model, and as such, the ICT Peer
Coach is a peer, a fellow staff member, not from outside the school. He or she may be a full
time classroom teacher, they may have another role in the school in combination with their
ICT peer coaching role, or they may be full time in the role. The number of coachees the ICT
Peer Coach can work with in their school depends on the time release available for both
coach and coachee. However, the model and resources included in this manual are flexible
and adaptable and could be used by external personnel such as Ultranet coaches, Teaching
and Learning coaches and other regional personnel.
4
Why peer coaching?
The relationship between three types of professional learning or training and their impact on
teachers is shown in the following table. According to this data, peer coaching is among the
types of training activity that have by far the greatest impact on what happens in classrooms.
The data in the table was adapted from the research of Joyce and Showers, who are leading
researchers in the area of peer coaching.
Type of training
Theory
Practice
Coaching, study teams, peer visits
Knowledge
Mastery
85%
85%
90%
Skill
Acquisition
15%
80%
90%
Classroom
Application
5 -10%
10 -15%
80 - 90%
This table was adapted from the research of Showers and Joyce on the impact of professional
development.
Peer coaching reflects the department’s Seven Principles of Highly Effective Professional
Learning (http://www.sofweb.vic.edu.au/blueprint/fs5/default.htm) in that the professional
learning is:
 focused on improving student outcomes
 informed by the best available research on effective learning and teaching
 embedded in teacher practice
 collaborative and reflective
 based on feedback and evidence to guide teacher learning
 an ongoing, supported element within the school culture.
What is peer coaching?
Peer coaching is a process by which teachers work with one another to share expertise and
provide feedback, support and assistance. The peer coach does not advise or tell. He or she
asks questions and supports the coachee to find their own answers. Peer coaching is not
mentoring.
Peer coaching:
 provides job-embedded professional feedback and support
 promotes active learning by offering teachers opportunities to become involved in
meaningful discussion and planning, observe other teachers, be observed, and
receive feedback
 offers teachers opportunities to link the ideas learned in professional learning
sessions to their teaching context
 is a collaborative partnership between peer coach and coachee and not a mentornovice relationship.
Role of School Leadership
Peer coaching is a valuable strategy for building capacity at the school level. It can develop
leadership qualities in coaches and increase the capacity of teachers to work more
effectively, which benefits not only the teachers with whom the coaches work, but also other
teachers across the school, as new practices are modeled, shared and co-developed.
However, the impact of coaches and coaching programs depends on the level of support
given to the program by the school leadership.
An effective peer coaching program in a school can be sustainable only if it aligns with the
school’s goals and culture. While it can be relatively easy to match coaching with school
goals, it isn’t always easy to fit coaching within a school culture that does not support
collaboration among teaching staff or shared leaders. A school culture where professional
learning is seen as part of teachers’ daily work, not disconnected or added on at the end of
the school day, where classroom observations, ongoing professional conversations and
5
reflection on what makes good learning and teaching are a regular and valued part of the
school day, is a culture which allows peer coaching to have the greatest impact.
Peer coaching can contribute to the creation of a collaborative work culture and a learning
community that values and believes in continuous improvement, when school leaders’
support is practical and informed.
6
The Coaching Cycle
The Coaching Cycle outlined below shows how a model of peer coaching develops.
Assess

Determine preparation required by both coach and coachee.
Set Goals (Pre-Observation Conference)
Coachee and Coach work collaboratively to:




Identify school goals.
Determine classroom goals.
Identify activity/project.
Determine required skills.
Prepare
Coachee and/or Coach:





Set model for learning activities.
Plan activity/project.
Share lessons/resources.
Create/adapt materials.
Review/learn ICT skills.
Implement (Observation)



Model/team teach (Coachee and/or Coach)
Apply/adjust (Coachee)
Observation and data collection (Coach)
Reflect/Debrief (Post-Observation Conference)



Presentation and analysis of data (Coachee and Coach)
Reflect on learning (Coachee)
Plan future activities (Coachee and Coach)
7
School Leaders Section
8
Getting Started
As with any school-based initiative or program, support by the school leadership team is
essential for the program to have an impact at school level. School leaders need to
demonstrate an understanding of the goals of the program, how it supports and
complements broader school goals, and most importantly, the benefits it offers for student
learning.
Peer coaching is an effective means of professional development only if it aligns with the
schools’ educational goals and professional development plan. Whatever the schools’ goals,
it is critical that coaches, teachers they collaborate with and their principals have a clear
understanding of how peer coaching supports attainment of the goals. Classroom teachers
have to focus their efforts on reaching the school’s goals, and coaches need to collaborate
with teachers to create and implement ICT rich projects designed to address the goals.
The following guiding questions may assist school leaders to consider the value of the ICT
Peer Coaching Program in their school and articulate this to the broader school community.
Guiding Questions for thinking about an ICT Peer Coaching Program






Why do we think an ICT peer coaching program has a role to play in the professional
learning of our teachers?
How will it support student learning?
How will an ICT peer coaching program support the School Strategic Plan or the
Annual Implementation Plan?
How can we best support an ICT peer coaching program (consider budget for time
release and resources, e.g. software, personnel, professional learning)?
What outcomes do we want for the ICT peer coaching program at this school?
How will the ICT peer coaching program be introduced to staff?
Is your school ‘Coaching Ready’? - What do coaches and coachees
identify as the success characteristics?
The following questions may you plan for you ICT Peer Coaching Program.
 Are teachers always ready to help each other? Is there an existing culture of support?
 Do school learning and teaching goals include ICT?
 Is there a culture of professional risk-taking in the school?
 Is there trust in ICT Peer coaches to use their time well?
 Are there adequate ICT hardware, software, technical support and access for all
teachers and students across the school?
 Does the leadership team take a flexible approach to scheduling time for ICT Peer
Coaches and their coachees to meet?
 Do teachers in this school see themselves as lifelong learners and do they actively
seek ways to improve their classroom practice?
 Is the school leadership team committed to the implementation of an ICT peer
coaching in the school?
Identifying ICT Peer Coaches




What will the role of the ICT Peer Coaches at our school be?
What skills, strengths and understandings will our ICT Peer Coaches need?
How will we identify potential ICT Peer Coaches? Will it be through application,
nomination or invitation? What processes and timelines are needed for selecting ICT
Peer Coaches?
What support will be available to the ICT Peer Coaches?
9
Characteristics of a Successful Peer Coach
Teachers have identified the following success characteristics for Peer Coaches:
 Ability to build trust with peers
 Builds on a teacher’s needs
 Open to learning about new and emerging technologies
 Team player
 Communicates well, listens to teachers
 Knows what teachers are doing in their classrooms
 Can show teachers how to build on what they are doing with different pedagogical
approaches and integration of ICT
 Able to give teachers a menu of options and let them decide what might be useful for
them
 Always has a back-up (plan in case of ICT glitches)
 Highly organised, plans well in advance
 Strong work ethic
 Understands that there will be a lot of extra work
 Provides a safe risk-taking environment - is non-threatening, non-judgemental and
accepting
 Flexible
 Has enough depth and breadth of knowledge to help teachers who are at various
stages of ICT integration, including knowledge of sound pedagogical practices
 Knowledge of how to organise/structure an ICT-rich learning environment
 Recognised by staff as a strong or outstanding teacher
Teacher readiness to become a coachee
What coaches say are the success characteristics of teachers who use coaching effectively.
The teacher:
 sees the need and purpose for this work
 is able to see how valuable it is
 recognises it is okay to make mistakes or ask ‘dumb’ questions
 is open to learning and open to being supported to think more deeply about their
teaching practice
 is committed to learning, and willing to try new things out
 feels okay about taking risks and failing
 maintains a flexible classroom approach, including willingness to change teaching
styles, curriculum and timetable
 able to make use of peer coaching as a professional learning opportunity.
As you work through the sections above, you may wish to refer to SL Resource 1: School
Support Agreement with your ICT Peer Coaches to formalise this process. This document
outlines the support the school will give peer coaches to complete a successful ICT Peer
Coaching Program in the school.
ICT Peer Coaching Program and the ePotential ICT Capabilities Resource
for Teachers
The ePotential: ICT Capabilities Resource for Teachers
(http://epotential/education.vic.gov.au) is available to all Victorian government schools. It
provides an online survey for classroom teachers to place themselves on the continuum of
ICT capabilities. Based on the survey results, teachers are guided to banks of interactive
resources, journal tools and planning tools to support ongoing professional learning.
10
The continuum moves from Foundation, Emergent, Innovative and Transformative levels
across the key areas of:
 Learning and Teaching
 Assessment and Reporting
 Classroom Organisation
 ICT Ethics
 Resources
 ICT Professional Learning
 ICT Leadership.
ICT Peer Coaches can play a significant role in transforming learning and teaching and
building the capacity of schools. The table below illustrates the characteristics of ICT Peer
Coaches operating at a Transformative level on the ePotential ICT Capabilities Resource for
Teachers.
Key Areas
Learning and Teaching
Assessment and Reporting
Classroom Organisation
ICT Ethics
Resources
ICT Professional Learning
ICT Leadership
Transformative Level
Uses ICT innovatively to engage students in a way
that was never possible before, leading to learning
new things in new ways
Encourages, develops and implements digital
assessment and reporting tools for effective
learning and teaching for whole school and
beyond
Creates environments where students are
empowered to use ICT in a manner that meets
their individual learning needs, maximising
available resources
Leads students and peers in the socially
responsible practice and access of ICT for learning
and teaching
Contributes and provides leadership for the use of
ICT resources for a richer learning and teaching
practice
Leads, evaluates and supports Professional
Learning for the optimal use of ICT for new and
effective ways of learning and teaching
Provides leadership within and beyond the school
for peers to integrate ICT for powerful learning and
teaching.
Other Resources to Support School Leaders to Plan Professional
Learning Programs
School Leader resource descriptions and the resources themselves follow.
SL Resource 1: School Support Agreement may be a useful planning tool for school
leaders to plan for the professional learning culture they wish to cultivate across the school. It
could assist them to use ICT Peer Coaches to further support and enhance the existing
strategies and culture.
SL Resource 2: Building a Culture of Professional Learning is a reflection tool that
enables principals to evaluate the school’s values, approaches and levels of collaboration.
This will assist them to develop goals to identify areas in the school culture that most need
improvement, and to plan for high quality professional learning to embed effective ICT
practices.
SL Resource 3: Performance and Development Culture Self Assessment Framework
(Levels 4 and 5) is included in this manual as an additional resource to assist principals to
evaluate the potential of a Peer Coaching Program for their school.
11
SL Resource 1 School Support Agreement
NAME OF PEER COACH:
E-MAIL:
ROLE IN SCHOOL:
NAME OF PRINCIPAL:
E-MAIL:
NAME OF SCHOOL:
REGION:
Background and Rationale
How will ICT peer coaching support student learning and teacher professional learning in
your school? How will it support DEECD initiatives such as the Ultranet or the Netbook pilot?
Consider issues such as:
 School vision, goals (eg. literacy and numeracy) and links to the Annual
Implementation Plan
 Professional learning approaches which already exist in your setting and ePotential
data
 Current professional learning needs of staff
 School and individual professional learning plans
 Role of school leadership in supporting an ICT Peer Coaching Program
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
12
Peer Coach Roles and Responsibilities
What is the role of the peer coach in your school (consider recruitment of coachees,
communication with school leadership on program implementation and evaluation)?
You may wish to refer to PC Resource 1: Roles and Responsibilities for assistance with
this section.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Structure
Who will your peer coach work with? (Will the coaching be one on one? Will your coach be
working with a team of teachers at the same year level or domain/faculty? Will your coach
work with a range of teachers?)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Time
When will the coach and participating teacher meet? (Consider: release time, common
planning times, after school, online etc.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Budget
What financial resources for release time or professional learning will be provided to support
peer coaching?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Evaluation
How will you evaluate the success of peer coaching? What methods will you and your school
use to measure the success of peer coaching in your school and its impact on student
achievement? (Evidence might include PoLT attitudinal surveys (student), learning journals,
digital stories or portfolios, samples of students’ work).
_________________________________________________________________________
_________________________________________________________________________
13
_________________________________________________________________________
Communication with Staff
How will staff learn about the peer coaching program, its structure and the support available
for coachees? How will coachees be invited to join the program?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Peer Coaching Showcases
How will the school create regular opportunities for all peer coaches and coachees to get
together with the wider school community to share experiences and celebrate progress?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Sustainability of Peer Coaching Program:
How will the ICT Peer Coaching Program grow and expand within your school, and build on
the expertise developed by peer coaches and the coachees?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Signature _______________________________
(Principal) Date ___________
Signature _______________________________
(Coach)
Date ___________
14
SL Resource 2 Building a Culture of Professional Learning
Collaboration
Collective Focus
on Student
Learning
Professional
learning
includes
teachers’
investigations
of their own
and each
other’s
practice.
Coaching is
used for a
variety of
purposes and
audiences.
Professional
learning is
centered on
student
learning.
The teaching
community
shares
collective
responsibility
for student
learning.
A teacher’s
professional
inquiry is
informed by
what is
currently
known about
learning and
teaching, the
professional
knowledge
base.
Professional
learning
leadership is
shared among
teachers and
the Principal.
Professional
learning is
based on a
teacher’s
experience, is
practical, and
has direct
application to a
teacher’s work.
Peer coaching
skills and
practices are
included in the
school’s
professional
learning
program.
The teaching
community
shares clear
purposes and
goals for its
learning drawn
from students’
needs.
Decision
making about
professional
learning is
democratic,
inclusive, and
binding.
Professional
learning is
structured by
action
research.
The school
fosters a
climate of trust,
encouragement
and high
professional
expectations.
Reflective
Dialogue
Deprivatisation
of Practice
Opportunities
for professional
discourse are
frequent,
consistent, and
sustained over
time.
Professional
discourse is
based on
evidence of
student
learning and
professional
research.
Shared Values
Structured
Methodology
Connected to
Other Aspects of
School Change
15
Meetings
regularly
include
discussions of
learning and
teaching.
Professional
learning is
grounded in
participants’
questions
about their
work.
Classroom
peer
observations
are used to
study
exemplary and
emerging
practices.
The teaching
community
shares beliefs
about its ability
to influence
student
success.
The teaching
community
shares strong
commitment
and motivation
to learn and
improve.
Student work is
a primary
source for
focusing and
gauging
progress in
professional
learning.
Strategic
planning and
resource
allocation
integrates
professional
learning needs.
16
SL Resource 3 Performance and Development Culture Self Assessment Framework Levels 4 and 5
Element
1. Induction for teachers new to the
school





2. Use of multiple sources of feedback on
teacher effectiveness for individual
teachers and teams of teachers



Level 4 Accreditation Level
Level 5
This school:
This school meets all Level 4 criteria
plus it:
has a comprehensive set of induction
materials, which are kept up to date.
ensures that all new teachers participate in
an effective induction program, which
includes mentoring.
provides training for staff involved in
mentoring and induction.
monitors and evaluates the induction
program on a regular basis.
ensures that induction and mentoring
programs are aligned with VIT and DEECD
guidelines.
ensures that all teachers participate in a
feedback program that uses at least 3 data
sources including student outcomes data.
has institutionalised the use of multiple
sources of data for teacher development.
evaluates its feedback program on a regular
basis.







adopts or develops new, innovative
approaches to induction/mentoring.
uses research to guide the development
of new practice.
measures outcomes of the induction
program on teacher effectiveness.
is trialling new, innovative approaches to
the use of teacher feedback.
uses research to guide the development
of new practice.
measures impact of feedback program on
teacher effectiveness.
is involving teachers in trialling or adopting
value-add techniques for the collection of
feedback data.
17
Element
3. Customised individual teacher
development plans based on individual
development needs, student learning
and school priorities



4. Quality professional development (PD)
to meet individual development needs






5. Belief by teachers that the school has a
performance and development culture


Level 4 Accreditation Level
Level 5
This school:
This school meets all Level 4 criteria
plus it:
has current, individually customised
development plans for all teachers, informed
by multi source feedback.
regularly reviews and/or updates individual
teacher development plans.
aligns individual teacher development plans
to school priorities and improved student
learning.
ensures that all teachers participate in a
structured PD program, which is explicitly
linked to both individual needs and to school
priorities.
has high quality PD at both and individual
level.
can demonstrate skill or knowledge transfer
into the classroom and positive impact on
students.
links PD to career and succession planning
and teacher’s future aspirations.
ensures that PD program reflects the
Principles of Highly Effective Professional
Learning.
effectively implements PD policy and
guidelines.
evaluates PD programs on annual basis.
has between 75% and 90% of teachers who
feel that the school supports individual
professional growth and development.






has an innovative process for developing
customised plans.
has frequent value-adding discussion
about progress against development
plans.
adopts or develops new, leading-edge PD
approaches.
uses research to guide the development
of new practice.
can demonstrate and measure impact of
PD on student learning.
has more than 90% of teachers who feel
that the school supports individual
professional growth and development.
18
Peer Coaches Section
19
ICT Peer Coaches
ICT Peer coaching can play an important role in supporting teacher professional learning.
Whether a volunteer or a nominee, it is helpful for the peer coach to develop an
understanding about their role.
The following section provides information and resources which may be of use to you as you
prepare for your role or as you work with your coachee(s).
Communication Skills
Coaching is a highly collaborative activity that requires a strong, trusting relationship between
the coach and collaborating teachers. A coach who is able to use a variety of communication
skills will be able to maintain a balance between being an expert (eg. who advocates a
specific approach to a lesson) and a peer (eg. who offers support and encourages reflection).
Through the ICT Peer Coaching Program, or any coaching program, a range of
communication skills should be used. These skills help coaches understand and build
trusting relations with collaborating teachers.
The following is drawn from the works of Art Costa and Robert Garmston (2002) and Laura
Lipton and Bruce Wellman (2001).
 Active Listening occurs when the listener is fully attending to the speaker, blocking
out competing thoughts with the intent of discussing with the speaker details of the
presented idea, problem, or concept. An active listener will often lean into the
conversation to signal close attendance to the conversation.
 Paraphrasing is where the speaker ensures the listener has heard the idea or
problem accurately. This signals that the listener is trying to understand the
speaker’s viewpoint. It can also be used to organise the speaker’s thoughts into
categories, and to extend a conversation.
 Pausing before speaking allows for thinking time in a conversation and
demonstrates that all participants are processing what they heard before speaking.
 Clarifying Questions are used to provide the listener with information so he/she can
have a clearer picture or understanding of a topic or idea presented by a speaker.
They are factual, e.g. “How did you present the lesson to the students?” or “What
experience did the students have with animation before this lesson?”
 Probing Questions are more thought provoking and are meant to help a coachee
see multiple perspectives or to think more deeply about a topic. They often call for
speculation, e.g. “How might the lesson have been changed if you had started with a
different task?”
20
The following list may provide some ‘cues’ for you to use when working with your
coachee(s).
Communication Skills for Peer Coaches
Active Listening
□ Is focused on the speaker
□ Is blocking out all competing thoughts
□ Is leaning forward and nodding
Paraphrasing
□ Is restating what was stated
□ Is used to check for understanding
□ Clarifies what was heard by summarizing
□ Indicates acceptance and encouragement
□ Establishes a relationship between the speakers
How did you. . . What. . . ? How did . . . ? So…? So
what you are wonderin is…? As you…? So your hunch
is…? You’re thinking…?
Clarifying Questions
□ Lead to a clear picture or understanding of a topic or idea
□ Are factual
□ Are answered quickly
□ Are used to gather information
How did you. . .? What. . . ? How did . . . ?
Probing Questions
□ Are thought provoking
□ Encourage deeper thinking
□ Usually start with a paraphrase
□ Are often open-ended
You said. . ., have you ever thought about. . . ?
Why. . . ? What might the next step be? What did you
learn from that? Are there other strategies that you
could use to...?
Other Possible Questions Stems
Identifying strengths stems…
 This work seems to……
 I can see that you have……
 You have given thought to……
Probing question stems…
 What were you aware of in yourself
as you………….?
 What might be some connections
between this work and ………..?
 What will influence your decision
about…….?
 What was your intention…………?
Clarifying question stems…
 How did you………..?
 What…………?
 How did…….?
 How long………..?
Your ideas…
21
Peer Coaching Resources
The following resources have been included:
PC Resource 1: Roles and Responsibilities lists a range of potential responsibilities you
may want to consider as you start to think about your role. This list may change as you work
with different coachees, and you may even want to work on this collaboratively with a
potential coachee to customise their level of support.
PC Resource 2: Peer Coaching Plan This resource is intended to further clarify your
thinking about your role as an ICT Peer Coach and also where this role fits within the broader
key programs and goals within the school.
PC Resource 3: Norms of Collaboration Inventory can assist you to reflect on your
communication skills as peer coach.
PC Resource 4: Introducing the ICT Peer Coaching Program
Appendix 1: Frequently Asked Questions about Coaching can be found at the end of
this manual.
22
PC Resource 1 Peer Coaching Roles and Responsibilities
Note: The following list of peer coaching roles is an attempt to define the possible tasks of
an ICT Peer Coach. You are NOT expected to do all of the things on this list.
Look over the possible roles and responsibilities that a peer coach might have, depending on the time
and resources available, in your school. Determine which roles you might play by checking () the box
next to the description. Use the additional lines to add other roles not listed.
 = Yes, I plan to do this.
 = No, I do not plan to do this. (Leave blank)
? = I don’t know.
Peer Coaching
Set goals with participating coachees about what they want to
accomplish in the year.
Establish how you will measure these goals.
Help coachees determine an area of the curriculum to begin to
integrate ICT.
Support coachees to develop curriculum linked to VELS and PoLT.
Support coachees to develop online learning opportunities linked to
VELS and PoLT, including the use of online tools
Support coachees to introduce and/or implementing a 1 : 1 program
Support coachees to ensure higher-order thinking skills is integrated into
curriculum planning and assessment
Co-develop rubrics to assess skills, confidence and understanding.
Share examples of student samples and ideas that coachees could
use in their classrooms.
Demonstrate lessons that integrate ICT.
Provide support in using school-based curriculum planning
documents for planning a unit of study (see Curriculum Planning
Guidelines, Intel® Teach Program).
Model multiple ways to integrate ICT in your own classroom.
Provide support on managing regular ICT use in the classroom.
Provide support on assessment and reporting strategies and
practices.
Co-teach a lesson that integrates ICT you have planned together.
Debrief collaboratively with the coachee on what worked, what
didn’t, and how a lesson or activity might be modified in the future
to be more effective.
Support coachee to develop skills in ICT as required.
Negotiate a meeting schedule.
Other :
23
Managing
Assist coachees to optimise student access to ICT in the
classroom.
Assist coachees to optimise student access to ICT throughout the
school.
Assist coachees to create a learning environment that supports
independence, inter-dependence and self-motivation in students
(e.g. Students rotate to stations, work individually or in teams etc.).
Collaborate with coachee to prepare for student learning by
creating a sample product, or selecting Web resources, or creating
scaffolding tools etc.
Assist participating coachees to assess their ICT skills and
knowledge (using surveys, rubrics, etc.).
Use assessment results to determine the professional learning
needs of the participating coachees.
Help coachees track their progress and growth.
Other:
Professional Learning
Plan professional learning opportunities that will help coachees
support student learning.
Provide coachees with information on conferences, workshops,
seminars etc. available beyond the school which could support
their professional learning needs.
Provide information on self-paced training materials.
Other:
Technical Support
Provide first level of technical support.
Provide advice on technical trouble-schooting and classroom
strategies
Other:
Organising
Recruit teachers to participate in the coaching program.
Negotiate with school leadership team on time, level of support,
budget, etc. available to support the Peer Coaching Program.
Select/adapt/develop planning checklists and tools to use when
planning with individual coachees.
Establish communication processes and program evaluation
requirements with school leadership.
24
Plan to celebrate key milestones.
Other:
25
PC Resource 2 Peer Coaching Plan
This resource is intended to further clarify your thinking about your role as an ICT Peer
Coach and also where this role fits within the broader key programs and goals within the
school. You may wish to develop this plan collaboratively with your school leadership team to
ensure that everyone is clear about its purpose.
You as ICT Peer Coach

Why do you want to be an ICT Peer Coach?

What skills do you bring to this role?

What is a goal(s) for your peer coaching program?
Introducing Your Program
You may wish to refer to PC Resource 1: Peer Coaching Roles and Responsibilities and
PC Resource 4: Introducing the ICT Peer Coaching Program for assistance with this
section.

How will you introduce/promote the ICT peer coaching program to the staff?
Background Information
You may wish to refer to SL Resource 1: School Support Agreement for assistance with
this section.

How many coachees will you coach?

How will potential coachees by invited? Does this need to be negotiated with the
Principal?

What will the duration of the coach/coachee partnership be?

When could you meet with your coachee? What support is available to facilitate this?
26
Connecting Peer Coaching To Other Initiatives
How could the work you do as a peer coach support the school goals and programs in your
school, e.g. school Annual Implementation Plan (AIP), Netbook initiative, introduction of the
Ultranet, school improvement in ePotential data?
Looking Ahead

What are some of the challenges you might face in your role as ICT Peer Coach?

What are possible solutions?

Where could you seek information, support, ideas?
Reflection

How do you plan to reflect on your experiences as peer coach during the year? How
will you document this?

What is the school leadership’s reporting reqirement on the program’s
implementation?
27
PC Resource 3 Norms of Collaboration: Inventory
This is a good resource to use to help you reflect on your practice as a peer coach. You might want to
seek permission from your coachee to video tape a peer coaching session and use the inventory to
guide your reflection. Alternatively, you could ask a colleague to sit in on a session and observe you.
When working with my coachee(s) I …
Rarely
Occasionally
Frequently
Pausing
Listen attentively to others ideas with mind and body
Allow time for thoughts after asking a question or
making a response
Reword in own mind what others are saying to further
understand their communication
Wait until others have finished before entering the
conversation
Paraphrasing
Use paraphrases that acknowledge and clarify content
and emotions
Use paraphrases that summarise and organise
Use paraphrases that shift a conversation to different
levels of abstraction
Ask probing questions
Seek agreement on what words mean
Ask questions to clarify facts, ideas, stories
Ask questions to clarify explanations, implications,
consequences
Ask questions to surface assumptions, points of view,
beliefs, values
Putting Ideas on the Table and
Pulling Them Off
State intention of communication
Reveal all relevant information
Consider intended communication for relevance and
appropriateness before speaking
Provide facts, inferences, ideas, opinions, suggestions
Explain reasons behind statements, questions, and
actions
Remove, or announces, the modification of own ideas,
opinions, points of view
28
Paying Attention to Self and Others
Maintain awareness of own thoughts and feelings
while having them
Maintain awareness of others’ voice patterns, nonverbal communications and use of physical space
Maintain awareness of groups’ tasks, mood and
relevance of own and others’ contributions
Presume positive intentions
Act as if others mean well
Restrain impulsivity triggered by own emotional
responses
Use positive presuppositions when responding to and
inquiring of others
Based on Norms of Collaboration Inventory reproduced with the permission of The Adaptive
School: Developing and Facilitating Collaborative Groups, Robert Garmston and Bruce Wellman, Four
Hats Seminars, 337 Guadalupe Drive, El Dorado Hills, CA 95762.
29
PC Resource 4: Introducing the ICT Peer Coaching Program to
Teachers
If the ICT Peer Coaching Program is new to the school, you will need to consider how best to
introduce this model to teachers and encourage them to participate. It is best if you have first
completed the SL Resource 1: School Support Agreement and PC Resource 1: Roles and
Responsibilities so that you can provide as much information as possible.
The storyboard template below is to use as a guide for what you might include in the information you
develop for teachers. You may wish to use the storyboard to develop a product such as a PowerPoint
presentation, a newsletter, a wiki etc, or to prepare your speaking notes.
What is the Coaching Cycle and how could
you explain it to teachers?
What are some major roles and
responsibilities you will play as a coach?
What are some examples of things you could
work on with a teacher?
Who will be involved in coaching?
When will the coach meet with the
collaborating teacher?
What is the focus of your coaching program
eg. literacy and numeracy outcomes,
integration of new technology such as
Interactive Whiteboards, Netbooks,
improvement of ePotential data across the
school?
How will teachers benefit from participating in
this program?
How can teachers get involved in the
coaching program?
Other notes:
30
Coachees
31
Being a Coachee
Being a coachee offers you an opportunity to extend yourself professionally and to work
collaboratively with a trusted colleague. Remember that in coaching, you are an active
participant working in partnership with your coach, not in a mentor - novice relationship. In a
successful coaching partnership, both coach and coachee learn from each other as they
plan, implement, observe and provide feedback. Your coach is not your judge!
Coachee Resources
The following resources have been included:
C Resource 1 Personal Peer Coaching Plan is a template to assist the coachee to develop
a focus for their coach assisted professional learning. It can be used by a coachee
individually or developed collaboratively with a peer coach. It should be linked to the broader
school goals and reflect the level of support and time allocation available from their coach.
C Resource 2 Learning Activity Checklist can be used as a planning, reflection or
evaluation tool by the coachee individually or in collaboration with their peer coach or as a
feedback tool by the peer coach.
C Resource 3 Collaboration Log can be used to keep a log of the strategies you use to
integrate ICT, and to reflect on their effectiveness.
32
C Resource 1 Personal Peer Coaching Plan
This template is to assist the coachee to develop a focus for their coach assisted
professional learning. It can be done by the coachee working alone or developed
collaboratively with their Peer Coach. It should be linked to the broader school goals and
reflect the level of support and time allocation available from the coach. This plan will form
the basis of the first formal meeting between coach and coachee.
Teacher Name:
Peer Coach Name:
Duration of coaching partnership – Start date:
School’s Learning and Teaching Goals
End date:
What is your ICT Peer Coaching Goal (this
could be a broad goal, requiring a number
of coaching cycles, or something that
may require just one or two cycles).
How does this goal support the school’s
broad learning and teaching goals?
Why have you identified this goal as an area of need?
How do you plan and assess the integration of ICT into learning and teaching
currently? (You may want to refer to your ePotential ICT Capabilities Resource data).
What types of ICT do you use in your classroom program currently and how confident
are you in doing so?
33
How will your participation in the ICT Peer Coaching program benefit your students’
learning, particularly in terms of VELS data? What evidence will be collected to
demonstrate improvement?
What benefit do you hope to achieve through your participation in the ICT Peer
Coaching program, particularly in terms of ePotential data? What evidence will be
collected to demonstrate improvement?
What assistance do you require from your ICT Peer Coach to help you achieve your
goal?
Questions/Items for discussion:
34
C Resource 2 Learning Activity Checklist
This resource can be used as a planning, reflection or evaluation tool by the coachee individually or in collaboration with their peer coach or as a
feedback tool by the peer coach.
ICT for Learning and Teaching
Engagement and Challenge
The unit of work helps students:
Students:
□
□
□
□
□
□
□
□
□
□
□
□
□
to interpret, evaluate, hypothesize, synthesize information and create new
knowledge
improve literacy skills (written, oral, visual)
improve learning with online information skills (e.g. find, evaluate, & organise
information, credit sources)
improve ability to understand and use quantitative information (statistics,
measurements, etc.) in data table, graph, or symbolic form
practice life/job skills e.g. teamwork, project management, cultural literacy,
etc
develop skills with various technologies
achieve the identified Standards
reflect on and monitor their progress to inform their future learning goals
□
□
□
□
□
are involved in active learning (different learning styles are catered for)
find value in the topic
are given choices (topic, approach, evaluation i.e. rubrics etc.)
are challenged (but not overwhelmed)
create a product/performance or develop tools and strategies that can be
transferred to real life situations
know their product/performance or learning will be appreciated, used by, or
make a difference to others in an authentic situation
receive critical feedback on the quality of their learning from a variety of
audiences e.g. peer, teacher, family
get to bring their experience outside the classroom to bear on their work
contribute to a positive learning community through developing their
interpersonal skills
take responsibility for their personal learning
Problem-based and Inquiry Learning
ICT for Powerful Learning
Students must exercise logical and creative thinking to:
ICT is used to:
□
□
□
□
□
□
□
□
□
□
□
□
form a reasoned judgment
solve a problem
make a decision or choice
plan a course of action
persuade or convince someone
justify an opinion
explain a concept
interpret a complex situation
resolve a perplexing or puzzling situation
troubleshoot and improve a system
apply skills and understanding in a real-life situation
□
□
□
□
□
□
□
□
□
□
□
give students access to quality information, primary documents, or points of
view not available otherwise
allow students to investigate a concept in ways infeasible otherwise e.g.
human/animal anatomy
differentiate learning for students with different needs
help students understand abstract concepts
enable students to participate in online inquiry
help students with the problem-solving process e.g. using graphic organisers
foster student discovery of concept or construction of their own
understanding of a concept
share ideas and communicate with remote groups
enable students reflect on their learning e.g. Digital learning portfolios, blogs,
journals
help students receive feedback on their work from a community outside the
classroom
enable students to participate in the democratic process
enable students to share their learning and understanding effectively
35
C Resource 3 Collaboration Log
Use this log to reflect on each peer coaching cycle and your progress towards your overarching goal.
ICT Peer Coaching Goal:
Date
Learning
Focus for
individual
coaching
cycle
ICT Integration
What Worked
(based on
evidence)
What Needs to
Change (based on
evidence)
Impact on
Student Learning
(based on
evidence)
Next Time…
36
General Protocols
37
The Coaching Protocol - Planning
Purpose: This is a problem solving protocol that is useful for peer coaches as they work with
their coachees.
Use: To support a coachee to arrive at a practical course of action in relation to a teaching
related issue around the integration of ICT. This can be related to a change in practice or
innovation they are attempting.
1. Presentation
Coachee provides an overview of a
classroom practice issue or area of need
they have around the integration of ICT
Active Listening
 Is focused on the coachee
 Is blocking out all competing thoughts
 Is leaning forward and nodding
5 mins
2. Paraphrasing
Coach paraphrases what’s been said.
Coachee agrees or expands further.
5 mins
3. Clarifying Questions
Clarifying Questions
These questions are for information only,  Lead to a clear picture or understanding of
to help the coach understand the issue or
a topic or idea
need more fully.
 Are factual
 Are answered quickly
 Are used to gather information
Examples:
 How did you…?
 What…?
5 mins
4. Paraphrasing (as required)
5 mins
5. Probing Questions
Coach asks the coachee probing
questions designed to encourage them to
think more deeply about the dilemma.
Coachee can respond or may choose to
note down questions to reflect upon.
Probing Questions
 Are thought provoking
 Encourage deeper thinking
 Usually start with a paraphrase
 Are often open-ended
Examples:
 You said…Have you ever thought about…?
 Why…?
 Are there other strategies that you could
use to…?
 What thinking about your classroom
experience has brought you to this point?
 What changes (in your practice/level of
understanding…) would you like to
achieve?
 How will you know that change has taken
place?
 What data will you need as evidence?
5 mins  What might be the best way to capture the
data?
38
6. Paraphrasing (as required)
5 mins
7. Debriefing
Coach gives coachee opportunity to add
anything further to the discussion.
5 mins
8. Next Steps
Coach and coachee may choose to:


Summarise next steps using the Collaboration Log (C Resource 3)
Actions that may be required prior to observation session
By coach:
By coachee:
Next meeting time:
Resources required:
Time as required
39
The Coaching Protocol - Reflection
Purpose: This is a reflection protocol that is useful for peer coaches as they work with their
coachees and follows on from the Coaching Protocol.
Use: To support a coachee in reflecting on the data that has been collected for them by their
peer coach and plan the next steps.
1.
Thinking back…
Peer Coach invites Coachee to present
his/her thoughts on the session that was
observed.
Active Listening
 Is focused on the coachee
 Is blocking out all competing thoughts
 Is leaning forward and nodding
2.
If data was not documented but is to be
provided verbally, it should be presented
in concrete terms eg.
- I observed …
- I heard…
- 3 students demonstrated…by…
- Your questioning techniques
included…
Feedback provided relates specifically to
data
Presentation of observation
data
Peer coach presents data to coachee
and allows time for coachee to examine.
3.
Reflecting on the data
Peer coach asks coachee what his/her
thoughts are of the data and what it
demonstrates in relation to the focus of
the coaching cycle.
4.
Clarifying Questions
Peer coach asks clarifying questions.
5.
Analysing the Data; Identifying
New learning (s)
Coach asks the coachee probing
questions designed to encourage them to
draw upon the data to create new
learning
Clarifying Questions
 Lead to a clear picture or
understanding of a topic or idea
 Are factual
 Are answered quickly
 Are used to gather information
Examples:
 How did you…?
 What…?
Probing Questions
Examples
 What does that element of the data
tell you about…
 What skills did you use when…?
 What’s your thinking about…?
 What might you do differently next
time?
 If you think about where you
started today, what have you
learned?
 Where might today’s learning lead
you in your classroom practice in
the near future?
40
6.
Debrief & Next Steps
Coach and coachee may choose to:
 Summarise next steps using the Collaboration Log (C Resourse 3)
 Re-visit the coachee’s Personal Peer Coaching Plan (C Resource 1) to reflect
any changes that may have been identified by the coachee in Step 5
 Move directly into planning for next coaching cycle (see Coaching Protocol)
 Actions required:
By coach:
By coachee:
Next meeting time:
Resources required:
Time as required
41
Appendix 1
Frequently Asked Questions about Coaching (FAQ)
What are some of the roles coaches play?
Assisting teachers in planning ICT rich learning and teaching
 This assistance could include helping teachers locate quality resources for a unit of
work, identifying authentic learning opportunities which integrate ICT, developing
appropriate assessment tasks.
Raising awareness
 Increase teacher awareness of what’s possible with ICT and different ways it is
currently being used in schools e.g. Animation, podcasts, wikis, blogs, online
collaborative projects, digital story-telling, digital portfolios, student film festivals.

Coaches may require feedback or a ‘critical friend’ to observe their use of ICT use in
the classroom e.g. the way they introduce a new skill, manage students working
collaboratively with ICT or model the use of a particular type of ICT to students.
Coaches can provide this type of feedback or data required by a coachee to assist
their professional growth. Coaches can also encourage coaches to reflect upon and
analyse their classroom practice.
Modelling/Team Teaching
 Modelling or team teaching a lesson helps teachers see what the effective integration
of ICT looks like. Most coaches engage in this type of activity. Teachers and coaches
report it is also extremely energising to collaborate in teaching a unit. It can also offer
teachers fresh perspectives in how to structure learning activities.
 Coaches can foster collaboration among teachers at a whole school level.
Providing one-on-one or small group training
 Coaches often provide one-one-one training for the teachers they work with. For
example a teacher may have students working on autobiographies. The coach may
help the teacher and a few of her students learn how to use a scanner or digital
camera to include the students’ photos in their work. These students then share their
expertise with other students.
Providing informal assistance and advice
 Much of coaching happens informally as coaches encounter teachers during the
school day. This may happen as you pass in the hallways or in the lunchroom
 Teachers may ask for one bit of timely advice. For example, one teacher might ask
about resources on a Genetics or Levels of Government project. You might give this
teacher the address of a great website on these topics. Another teacher might need
support on how students can evaluate information they find on the Web. In response,
you might point this teacher to online activities that would help students evaluate
web-based information.
 One key is to be sure you provide a limited amount of high-quality information. One
good website that a teacher can use is much better than a long list of sites they don’t
have time to explore.
42
Is the coach there to provide technical support?
Coaches cannot assume the role of technician
 If the ICT doesn’t work, teachers won’t ask the coach for assistance. However,
coaches cannot assume the role of technician.
 If they do, they won’t have time to help teachers focus on ICT in their learning and
teaching program.
 Through their observations and interaction with teachers, coaches may help develop
better ICT trouble-shooting strategies for teachers.
What is reasonable for teachers to expect from their coach? (I am
already busy, and I am worried that other teachers will expect too much
of me).
You don’t need to be an expert in all areas
 You don’t need to be an expert in all areas, but you do need to know where to go for
assistance.
Successful coaches may be just one step ahead of their coachees
 Coaches are often just a step ahead and are engaged in continuous learning. Many
coaches report that learning is a two-way street and they often learn a great deal from
collaborating with their coaches.
You won’t be able to impact on every teacher in your school
 Coaches should start small to guarantee success. The number of coachees you have
and the level of support you are able to offer should be reflected by the level of
support you in turn have been given by the school leadership team.
Establishing a successful coaching program makes it more likely that your school will
continue the program and add more coaches
 And time provides the opportunities for you to reach more teachers and for your
school to decide if it should provide additional coaches.
Coaching isn’t a one year program
 Coaching should be something you and your school see as an ongoing professional
development effort for a number of years.
How do I find time to coach other teachers during the workday?
Scheduled professional learning time: most schools have professional development
built in to their meeting schedules during the year.
 School-based professional learning meetings or team/unit/faculty planning meetings
may provide some coaches with a scheduled meeting time on a weekly or fortnightly
basis which enable them to meet on a regular basis.
 Release time: release time is also a common model to provide time for collaboration
and is a practical way to allow modeling or team teaching.
 Where there are a number of peer coaches in place at a school, internal
arrangements such as changes to the timetable may be made so that all coaches and
coachees are working together in a block time to minimise disruptions or other
timetabling changes at other times during the week.
 CRTs may be used.
43
How do I get started as a coach?
Meet with teachers to understand their classroom plans
 Many coaches find it valuable to help teachers integrate ICT by enriching a unit of
work or learning task the teacher has already created.
Be enthusiastic and keep an open door
 You need to be supportive of teachers no matter what their ICT skills or plans. You
also need to be available to help them.
Have realistic time commitments
 You have to balance the need to help others with your own needs. Don’t try to do
more than you can fit into your schedule. While you need to be available to help, you
don’t have to have instant answers. You may respond to a request for help by saying,
‘I think I have something to help. Can we catch up about it tomorrow?’
How do schools evaluate the success of their peer coaching program?
A variety of mechanisms could be used to evaluate the success of the peer coaching
program.
These could include:
 Student data linked to VELS
 Coachees may wish to discuss data from their ePotential ICT Capabilities Resource
survey
 Samples of work developed by coachees (possibly working in collaboration with their
coaches)
 Levels of student engagement
 Anecdotal evidence from both coaches and coaches.
44
Peer Coaching References
Allen, Dwight W. and LeBlanc, Alyce C. (2005) Collaborative peer coaching that improves
instruction: the 2 + 2 performance appraisal model. Victoria, Australia: Hawker Brownlow
Education.
Carr, Judy F., Herman, Nancy and Harris, Douglas (2005) Creating dynamic schools through
mentoring, coaching and collaboration. Alexandria, Virginia: Association for Supervision and
Curriculum Development.
Costa, Arthur L. and Garmston, Robert J. (2002) Cognitive coaching: a foundation for
renaissance schools. Massachusetts: Christopher Gordon Publishers.
Diaz-Maggioli, Gabriel (2004) Teacher-centred professional development. Alexandria,
Virginia: Association for Supervision and Curriculum Development.
Ellison, Jane and Hayes, Carolee (2006) Cognitive coaching: weaving threads of learning
and change into the culture of an organisation. Victoria, Australia: Hawker Brownlow
Education.
Powell, Graham, Chambers, Maryl mad Baxter, Gillian (2001) Pathways to coaching: a guide
for team leaders. Bristol: TLO.
Robbins, Pam (1991) How to plan and implement a peer coaching program. Alexandria,
Virginia: Association for Supervision and Curriculum Development.
Robertson, Jan (2005) Coaching leadership: building educational leadership capacity
through coaching partnerships. Wellington, New Zealand: NZCER Press.
Thomas, Will and Smith, Alistair (2006) Coaching solutions: practical ways to improve
performance in education. Victoria, Australia: Hawker Brownlow Education.